ACTIVE  CITIZENSHIP 

A  STUDY  OUTLINE 


Prepared  by 
CHARLES  DAVIDSON,  Ph.  D. 


NEW  YORK 

THE  H.  W.  WILSON  COMPANY 

London:  Grafton  &  Co. 

1921 


THE  STUDY-GUIDE  SERIES 

Each  Study-Guide  contains  a  plan  of  work,  references, 
topics  for  study  with  suggestions  and  explanations,  and  criti- 
cal notes. 

The  Topics  for  Study  are  carefully  designed  to  stimulate 
interest  and  discussion  through  the  raising  of  questions  which 
readers  themselves  must  answer.  This  insures  the  keenest 
attention  in  the  use  of  books  and  prepares  students  to  appre- 
ciate the  opinions  of  instructors  or  critics  of  wider  knowledge 
than  their  own. 

A  WORD  FROM  AN  IOWA  STUDY  CLUB 

"I  think  club  will  enjoy  'Henry  Esmond'  by  your  outline.     We 

told  them  that  never  in  any  other  way  would  they  get  the  full  beauty 
and  meaning  of  the  story." 

A  WORD  FROM  A  NEW  YORK  STATE  CLUBWOMAN 

"You  have  opened  up  a  broad  field  of  interest  in  literary  work  and  an 
appreciation  of  artistic  unity  which  is  in  itself  a  revelation.  I  shall  always 
remember  with  gratitude  the  keen  pleasure  I  have  had  in  following  your 
interpretation  of  the  Idylls." 

The  Study  of  the  Idylls  of  the  King,  full  series,  second 

edition,   each $  .50 

Price  for  use  by  students  in  clubs,  or  classes,  net, 
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dition of  new  matter.     Single  copies,  each 50 

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each 4^) 

The  Study  of  Henry   Esmond.    Second  edition,   single 

copies,  each   -5 

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The  Study  of  the  Historical  Plays  of  Shakespeare. 
The  Study  of  Shakespeare's  King  John. 
The  Study  of  Shakespeare's  Richard  Second. 
The  Study  of  Shakespeare's  King   Henry   Fourth. 

Part  I  and  Part  11. 
The  Study  of  Shakespeare's  King  Henry   Fifth. 
General  introduction  printed  in  each  volume. 

Price,  single  copy,  one  play 25 

Price  single  copies  of  the  five  plays per  set  i.oo 

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address 

H.  A.  Davidson,  The  Study-Guide  Series, 
Claremont,  California 


STUDY    OUTLINE    SERIES 


ACTIVE  CITIZENSHIP 

A  STUDY  OUTLINE 

Prepared  by 
CHARLES  DAVIDSON,  Ph.  D. 


THE  COMMONWEALTH  REQUIRES  THE  EDUCATION 
OF  THE  PEOPLE  AS  THE  SAFEGUARD  OF  ORDER 
AND  LIBERTY 

Inscription    on    cornice,    Boston    Public    Library. 


•      •         • ,»-      3 ■ 


NEW  YORK 

THE  H.  W.  WILSON  COMPANY 

London:  Grafton  &  Co. 

1921 


J  5  345- 


Copyright    1915    and    1921 

By  H.  A.  DAVIDSON,  M.  A. 

All  Rights  Reserved. 

Printed    in    TJnited    States   of   America 


CONTENTS 


The  Use  of  the  Study  Outline 1 

Reference  List  3 

A  General  View          9 

I.     Who  can  vote  ? 9 

II.     What  voice  has  the  voter  in  the  federal  and 

state  government  ?  10 

III.  What  voice  has  the  voter  in  county,  town 

or   township,   and    city   government  in 

your  state  ?   12 

IV.  What  control  do  the  federal  and  state  gov- 

ernments exercise  in  the  education  of 

our  children  ?   15 

V.     The  conduct  of  education 19 

Local  Problems            21 

VI.     Community  finance 21 

VII.     The  community  income 23 

VIII.     The  budget  system 25 

IX.     Safeguards  for  health   26 

X.     Safeguards  for  health — continued 27 

XI.     Safeguards  for  property 29 

XII.     Is  your  town  beautiful  ? 29 

XIII.  The  town  beautiful — continued  31 

XIV.  Community  recreation   32 

XV.     Community  recreation  and  instruction...  34 

School  Problems  in  the  Community  35 

XVI.     School  finance   37 

XVII.     Medical  supervision  in  the  school 38 

XVIII.     Sanitary  problems  of  the  school 39 

XIX.     The  feeding  of  school  children 40 

XX.     School  attendance 42 

XXI.     Voluntary  civic  work 44 

RXII.     Topics  for  discussion  suggested 47' 

XXIII.  National  questions,  statement   48 

XXIV.  Immigration 48 

XXV.    The  promotion  of  good  reading 50 

454471 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/activecitizenshiOOdavirich 


INTRODUCTION 

THE  USE  OF  THE  STUDY  OUTLINE 

This  Outline  is  designed  as  an  aid  to  the  study  of  one's 
own  community.  The  essential  condition  of  success  in 
the  use  of  it  is  efficient  investigation  of  facts  and  condi- 
tions as  they  are  in  the  community  in  which  the  mem- 
bers of  the  club  dwell,  and  in  other  places  similar  in 
type.  In  many  sections  of  the  Outline  the  investigation 
should  be  divided  into  parts  and  assigned  in  advance  to 
committees,  which  are  thus  given  time  to  proceed  care- 
fully in  the  work  of  getting  facts.  Hearsay  reports 
should  not  be  admitted;  first  hand  knowledge  only  is  re- 
liable, and  the  reports  of  each  committee  should  be  dis- 
cussed openly  in  the  club  and  adopted,  revised,  or  re- 
turned for  further  investigation.  If  adopted,  a  copy  of 
the  report  should  be  placed  on  file  in  the  club  and,  when 
advisable,  the  printing  of  such  reports  in  the  local  paper 
would  extend  their  usefulness.  Or,  a  collection  of  these 
reports  in  pamphlet  form,  at  the  end  of  the  year,  may 
be  printed  for  distribution.  The  work  of  one  club  in  a 
Western  city,  thus  printed,  proved  valuable  and  useful. 

Conclusion  of  the  Outline  in  One  Year 

The  conclusion  of  all  parts  of  this  Outline  in  one  year 
is  not  of  the  least  importance.  In  some  section  the  in- 
dividual club  may  come  upon  the  work  most  important 
in  its  own  community.  When  this  happens,  it  is  well  to 
give  more  time  here  and  continue  the  study  and  investi- 
gation as  long  as  interest  and  practical  usefulness  de- 
mand. 

The  Leader  of  Discussion 

In  the  use  of  this  Outline,  the  choice  of  a  leader  of 
discussion  is  important.  She  should  be  a  woman  of  ad- 
ministrative ability,  able  to  select  committees  wisely  who 
will  handle  particular  subjects  with  tact  and  skill  and 

I 


arrive  at  deiinitt  results.  She  should  be  endowed  with 
practical  good  sense  and  also  quick  to  discern  special 
ability  and  utilize  opportunities.  Moreover,  she  should 
be  able  wisely  to  guide  discussions  along  sane  and  prac- 
tical lines;  she  should  know  how,  without  offense,  to  re- 
press the  faddist  or  the  speaker  with  a  personal  griev- 
ance. Great  judgment  is  also  needed  on  the  part  of  the 
president  and  the  leader  of  discussion,  who  should  act 
conjointly,  in  the  matter  of  invitations  to  men  to  appear 
before  the  club  for  the  discussion  of  special  topics.  Long- 
winded,  tiresome  talkers  should  be  avoided  and  persons 
sought  who  will  cooperate  cordially  with  the  desire  of 
the  club  for  reliable  information  and  frank,  live  discus- 
sions of  real  issues  affecting  the  welfare  of  the  com- 
munity. 

In  presenting  a  new  edition  of  Active  Citizeistship 
a  number  of  sections  are  added  dealing  with  state  and 
national  questions  affecting  the  citizen.  Also,  a  small 
classified  bibliography  is  given  in  the  hope  that  each 
club  will  in  some  way  secure  a  number  of  reliable  and 
helpful  books.  In  several  states  these  may  be  obtained 
from  the  "Travelling  Libraries."  In  towns,  or  cities,  in 
the  local  library,  often,  the  books  required  will  be  placed 
on  a  reserved  shelf  for  the  use  of  the  club,  and  libra- 
rians are  especially  willing  to  cooperate  by  sending  for 
books  wanted  when  they  are  not  already  in  the  library. 
A  division  of  ''Books  Required  to  be  Owned"  is  given, 
also,  for  the  reason  that  a  really  intelligent  consideration 
of  the  topics  presented  in  this  guide  requires  frequent  con- 
sultation of  a  few  reliable  books  of  reference.  These 
have  been  chosen  with  great  care.  It  is  often  impossible 
for  a  busy  man  or  woman  to  spend  the  necessary  time 
to  go  to  the  library,  but  the  book  owned  is  always  at 
hand,  ready,  and  the  small  cost  is  repaid  many  times 
over  in  the  saving  of  time  and  the  possession  of  de- 
pendable facts. 

If  the  college  student  is  unable  to  do  effective  work 
without  a  few  carefully  selected  books  of  his  own,  much 
more  is  this  true  of  the  home  student  of  public  affairs, 
today  complex  and  difficult  to  understand  beyond  pre- 
cedent. 

1921.  H.  A.  D. 


REFERENCE  LIST 

Before  work  with  these  outlines  begins,  the  secretary 
of  each  club  should  secure  at  least  one  copy  of  each  of 
the  following  books  and  documents.  Most  of  the  docu- 
ments will  be  sent  free  on  request;  some  of  the  local 
documents  may  involve  the  expense  of  typing,  but  these 
are  brief.  The  trouble  of  correspondence  is  the  prin- 
cipal difficulty  to  be  overcome,  but  possession  of  the 
exact  facts  applicable  to  the  situation  is  essential,  and 
first  hand,  reliable  information  obtained  from  these  data 
will  make  the  discussion  worth  while. 

Books  That  Should  Be  Owned  by  Each  One 

Garner,  James  W.  Government  in  the  United  States, 
National,  State  and  Local.   The  American  Book  Co. 

Or,  Young,  James  I.  The  New  American  Government 
and  Its  Work.    The  Macmillan  Co. 

Note. — This  recent  book  emphasizes  the  relation  of  the  citi- 
zen to  the  Nation  and  the  State,  and  gives  facts  or  details  not 
easily  found  elsewhere. 

Dunn,  A.  W.  California  State  Series.  The  Community 
and  the  Citizen. 

Desirable  Aids  for  Reference 

Since  the  publication  of  the  first  edition  of  Active 
Citizenship,  many  reports,  series  of  pamphlets,  and 
government  bulletins  have  become  available,  almost  with- 
out expense.  These  should  be  collected  and  placed  in 
some  convenient  central  place  where  they  may  be  con- 
sulted by  all.  If  a  reserved  shelf  in  the  library  is  avail- 
able that  will  be  the  proper  place  for  the  collection.  Ar- 
rangement according  to  subject  in  an  envelope  catalogue 
will  greatly  facilitate  the  use  of  this  material.  In  case 
several  topics  not  indicated  on  the  cover  are  treated  in 
one  bulletin,  if  there  are  "contents"  the  secretary  of  the 


club  may  underline  special  topics  to  be  taken  up.  When 
there  is  no  table  of  contents,  a  slip  attached  to  the  cover 
may  be  used  to  name  special  topics  with  references  for 
finding  them  quickly.  These  simple  methods,  familiar 
to  all  trained  librarians,  are  useful  time-savers  and  aids 
for  the  study  club. 

The  following  books  and  pamphlets  are  not  abso- 
lutely necessary  for  good  work  with  this  outline  but 
they  will  answer  exactly  many  questions  that  will  arise 
in  the  discussions.  Supplementary  material  on  any  sub- 
ject can  always  be  found  by  the  aid  of  the  ''Readers' 
Guide  to  Periodical  Literature."  Such  material  can  also 
be  secured  at  reasonable  rates  from  the  Wilson  Package 
Library,  The  H.  W.  Wilson  Co.,  958-64  University  Ave., 
New  York. 

The  Civil  Code  of  the  laws  of  your  state.    Any  lawyer 
can  tell  you  how  to  obtain  this;  it  should  be  in  any 
public  library. 
The  school  law  of  your  state.    The  ofiice  of  the  State 
Superintendent  of  Schools  should  supply  this  without 
charge. 
The  Constitution  of  the  United  States  and  that  of  your 
state.    In  many  state  editions  of  high  school  textbooks 
in  United  States  history  or  civics  these  documents  are 
printed  in  an  appendix. 
The  charter  under  which  your  city  is  incorporated.    (If 
you  dwell  in  an  incorporated  community.)     If  your 
state  provides  for  incorporation  under  general  statute 
instead  of  by  special  charter,  the  necessary  informa- 
tion will  be  given  in  the  Civil  Code. 
City  Government.    Latest  annual  reports  of  the  separate 
departments;  (if  you  dwell  in  an  incorporated  com- 
munity.)    These  are  usually  published  in  pamphlets 
or  in  a  single  volume  and  may  be  obtained  on  re- 
quest. 
Education,    State   Board    of,    or    State    Superintendent, 
Latest  report.     This  can  be  obtained  from  the  office 
of  the  State  Board  of  Education. 
Education^  County  Superintendent  of,  Latest  report. 
Education,  Board  of,  or  School  Trustees.    Latest  local 
report. 


Schools,  Superintendent  of.  Latest  local  report.  This  is 
often  printed  with  the  report  of  the  Board  of  Educa- 
tion. 

Pamphlets  of  the  Public  Service  Bureaus  of  your  home 
city,  if  such  are  issued. 

The  Teaching  of  Community  Civics;  pamphlets.  National 
Bureau  of  Education,  No.  23,  1915. 

Lists  of  Free  Bulletins  From  Which  to  Select  May 
Be  Obtained  From, — 

(a)  The  Bureau  of  Education,  Washington,  D.C. 

(b)  Agricultural  Department,  Washington,  D.C. 

(Home  and  Farm  Bureaus) 

(c)  Child  Health  Organization  of  America, 

156  Fifth  Avenue,  New  York. 

(d)  The  Survey  conducts  Social  Studies  each  week.  At 

the  close  of  each  lesson,  references  to  helpful 
books  are  given.  A  list  will  be  sent,  on  request, 
of  reprints  of  these  studies. 

(e)  Many  National  organizations   for  Social  Welfare 

will  send  reports  and  valuable  publications  to 
clubs  asking  for  them. 

Note. — In  small  villages  with  some  measure  of  local  govern- 
ment the  division  into  administrative  departments  varies  greatly, 
but  in  every  case  some  report  of  the  activities  of  each  depart- 
ment is  or  should  be  made  a  matter  of  record  in  exact  and  in- 
telligible form. 

Typewritten  copies  of  these  reports  can  be  obtained  at  small 
cost  as  such  reports  are  brief.  If  such  reports  are  not  on  rec- 
ord or  lack  in  definiteness,  the  club  can  render  no  better  service 
than  by  making  clear  to  the  community  the  fact  that  exact 
knowledge  of  the  expenditure  of  money  by  certain  departments 
is  not  obtainable. 

If  the  community  lacks  even  a  village  organization,  as  do 
many  rural  communities,  the  township  or  the  town  and  the 
county  units  constitute  the  local  administration;  the  secretary 
of  the  club  should  secure  the  last  annual  reports  of  these  officials, 
obtaining  typed  copies  from  the  records  when  printed  reports 
are  not  issued.  No  civic  activities  can  safely  be  undertaken  un- 
less the  data  of  present  activities  are  in  hand  and  familiar. 

References  for  Special  Topics 

The  best  means  of  finding  references  to  articles  on 
special  topics  is  the  Readers'  Guide  to  Periodical  Liter- 


ature,  found  in  all  libraries.  Consult  this  guide  under 
such  headings  as  Village  Improvement,  Schools,  subdi- 
vision Medical  Inspection,  Municipal  Taxation,  Finance, 
City  Planning,  etc.  etc.  A  few  such  references  are  given 
below,  as  an  indication  of  the  resources  open  to  every 
club  having  access  to  a  library ;  but  for  the  most  part  each 
club  should  seek  its  own  references,  selecting  from  the 
full  list  such  periodicals  as  are  found  on  file  in  the  local 
library. 

Collections  of  printed  articles  on  special  topics  may  be 
obtained  from  The  Wilson  Package  Library,  operated  by 
The  H.  W.  Wilson  Company,  958-64  University  Ave., 
New  York. 


Lists  of  Books  Suggested  for  Travelling  Libraries, 

Reserved  Shelf  in  Local  Library,  and  for 

General  Reading;  Carefully  Selected 

L     Community  Civics,  Recreation,  Etc. 

The  Community  and  the  Citizen.  A.  W.  Dunn.  Cali- 
fornia State  Series. 

Community  Organization.  Jos.  K.  Hart.  The  Macmillan 
Company. 

Community  Civics.    R.  O.  Hughes.    Allyn  and  Bacon. 

Social  Problems.     Towne.     The  Macmillan  Company. 

Training  for  Citizenship,  Home  and  School.  J.  W.  Smith. 
Longmans. 

Dependents,  Defectives  and  Delinquents.  C.  R.  Hender- 
son.  D.  C.  Heath  &  Co. 

Plays  and  Pageants  of  Citizenship.  F.  Ursula  Payne. 
Harpers. 

Rural  and  Small  Community  Recreation.  Issued  by 
Community  Service,  50c,  1  Madison  Ave.,  New  York 
City. 

The  School  Lunch,  Its  Organization  and  Management 
Emma  Smedley.  Address  Emma  Smedley,  Publisher, 
6  E.  Front  St.,  Media,  Pa. 

The  Better  Country.  Dana  W.  Bartlett.  C.  M.  Clarke  Co., 
Boston. 


The  Better  City.   Dana  W.  Bartlett.   Reumer  Co.  Press, 

Los  Angeles,  Cal. 
For  Circulars  of  Folk-Dances,  Games,  etc.,  write  to  The 

Recreation    Training    School,    800    S.    Halsted    St., 

Chicago. 

II.    American  Government,  State  and  Nation 

American  Government.  R.  L.  Ashley.  The  Macmillan 
Company. 

The  New  Civics.  R.  L.  Ashley.  The  Macmillan  Com- 
pany. 

The  New  American  Government,  by  James  L.  Young. 
The  Macmillan  Company. 

The  American  Government,  by  F.  J.  Haskin. 

An  American  History  of  Politics,  by  D.  S.  Muzzey. 
Ginn  &  Company. 

The  Citizen  and  the  Republic.  J.  A.  Woodburn  and 
T.  F.  Moran.   Longmans. 

Government  and  Finance.  Carl  C.  Plehn.  A.  C.  McClurg 
&  Company. 

A  Brief  Course  in  the  History  of  Education.  Paul  Mon- 
roe, Ph.D.     The  Macmillan  Company. 

III.     Immigration 

Immigration  Literature  free  on  request:  Address  Na- 
tional Immigration  League,  Box  116,  Sta.  F,  New 
York  City. 

The  Immigrant  Tide.    E.   A.  Steiner.    Revell. 

On  the  Trail  of  the  Immigrant.    E.  A.  Steiner. 

The  Immigrant  and  the  Community.  Grace  Abbot.  Cen- 
tury Co.  (An  important  and  reliable  study  of  the  im- 
migrant's point  of  view  made  from  letters  sent  to 
his  old  home.) 

America  via  the  Neighborhood.    John  Daniels.  Harpers. 

The  Schooling  of  the  Immigrant.  F.  V.  Thompson. 
Harpers. 

Old  World  Traits  Transplanted,  by  R.  E.  Park  and  H. 
Miller. 

American  Democracy,  Asiatic  Citizenship.  Sidney  L. 
Gulick.    Scribners. 


Americanization  Studies.  By  the  Carnegie  Corporation. 
Edited  by  A.  T.  Bums. 

Note. — Each  of  this  series  is,  or  will  be,  by  an  expert  and 
will  furnish  the  most  authoritative  information  yet  available  on 
Immigrant  problems.  The  series  will  be  found  in  all  good 
libraries. 

Naturalizing  Americans.    A.  E.  Steiner.   Revell. 
Lives  of  Aliens  Who  Have  Become  Americans 

These  are  true  stories  and  very  interesting. 
From  Alien  to  Citizen.   E.  A.  Steiner.   Revell  &  Co. 
An  American  in  the  Making.    Jacob  A.  Riis.   The  Mac- 

millan  Co. 
The  Promised  Land,  by  Mary  Antin.   Houghton,  Mifflin 

&Co. 
An  American  in  the  Making.    M.  E.  Ravage.    Harpers. 
Through  the  School.    Al  Priddy.    The  Pilgrim  Press. 
A  Far  Journey,  An  Autobiography.     A.   M.   Rihbany. 

Houghton,  Mifflin  &  Co. 

IV.     Miscellaneous 

City  Planning.   Charles  Zueblin. 

City,  State  and  Nation,  Problems  of  City  Administration. 
A.  Neda.     The  Macmillan  Co. 

Cooperation  the  Hope  of  the  Consumer.  E.  P.  Harris. 
The  Macmillan  Co. 

Inheritance  Taxes  for  Investors.  $L00.  Boston  News  Bu- 
reau, Boston. 

The  Cry  of  the  Children,  A  Study  of  Child  Labor.  Mrs. 
John  Van  Vorst.   Moffat,  Yard  &  Co. 

Minimum  Health  and  Sanitation  Standards.  Pamphlet 
No.  I.  12c.  Teachers'  Union,  70  Fifth  Ave.,  New 
York  City,  N.  Y. 

The  International  High  School.  To  be  opened  Sept.  15. 
Copenhagen,  Denmark,  account  in  Survey,  May  28, 
1921,  p.  275.  This  is  an  important  attempt  to  find 
a  means  of  arriving  at  a  means  of  mutual  understand- 
ing by  persons  of  different  nationalities. 

A  Danish  Agricultural  School.  Survey,  June  25,  1921. 
Called  an  ideal  school. 

8 


STUDY  OUTLINE 

ON 

ACTIVE  CITIZENSHIP 

A  GENERAL  VIEW 

Every  citizen  owes  to  the  nation,  state,  and  com- 
munity an  active  interest  in  the  affairs  of  each,  and 
should  make  his  interest  potent  through  speech  and  pen 
when  occasion  requires.  The  voting  citizen,  however, 
has  in  his  vote  the  most  effective  means  for  the  accom- 
plishment of  reforms  and  the  promotion  of  opinion.  We, 
therefore,  consider  first  the  voter  and  his  opportunities 
for  civic  activities  in  matters  concerning  the  nation  and 
the  state. 


Who  Can  Vote 

Statement:  The  privilege  of  the  ballot  is  granted 
to  (a)  certain  classes  of  the  native  born;  (b)  naturalized 
citizens;   (c)   children  of  aliens  born  under  the  flag. 

Consult — Constitution  of  United  States;  Constitution 
of  your  state ;  books  cited  in  the  reference  list,  especially 
The  New  American  Government. 

Topics  for  discussion: 

1.  What  is  the  status  of  the  children  of  citizens  bom 

abroad  or  on  the  high  seas? 

2.  Who  can  become  naturalized,  and  by  what  pro- 

cedure ? 


3.  Do  the  terms  of  the  law  exclude:  (a)  the  Mag- 

yars of  Hungary  (these  are  Oriental  in  origin)  ; 
(b)  the  Tartars  of  Russia  (race  kin  of  Mon- 
gols) ;  (c)  the  Turks;  (d)  the  Aryans  of  In- 
dia and  Hindoos  of  Indo-European  origin;  (e) 
the  Japanese? 

4.  Are  the  children  of  Chinese,  Japanese,  Koreans, 

etc.,  born  in  Hawaii  or  California,  citizens  of 
the  United  States? 

5.  Is  the  ballot  theirs  under  the  same  conditions  that 

obtain  for  the  native  born? 

6.  What  is  the  status  of  an  American  woman  who 

marries  an  alien?    Of  their  children? 

7.  What  is  the  status  of  a  foreign  woman  who  mar- 

ries an  American  citizen? 

8.  What  inconsistencies  and  dangers  do  you  detect  in 

the  present  status  of  our  naturalization  laws  ? 

9.  What    laws    concerning    aliens    has    your    state 

enacted?      (See  the  Civil  Code.) 

10.  What  modifications  or  changes  in  laws  regulating 

citizenship  and  suffrage,  are  now  under  discus- 
sion? 

11.  Should  aliens  be  allowed  unlimited  residence? 

12.  What  tests  for  the  admission  of  aliens  to  citizen- 

ship do  you  wish  to  see  enacted? 

13.  Is  an  alien  admitted  to  American  citizenship  auto- 

matically released  from  citizenship  in  his  own 
country  ? 


II 


What  Voice  Has  the  Voter  in  the  Federal  and 
State  Government? 

Statement:  The  United  States  accepts  as  qualified 
voters  for  federal  officials  those  that  each  state  designates 
as  voters  for  certain  state  officers;  it  follows,  therefore, 
that  many  may  vote  for  federal  officials  in  one  state  who 
are  denied  the  ballot  in  some  other  state. 


io 


Topics  for  discussion: 

1.  Under  what  conditions  are  aliens   permitted   to 

vote  in  some  states  before  naturalization  ?  How 
does  this  matter  stand  in  your  state? 

2.  What  classes  of  citizens  are  forbidden  the  ballot 

in  your  state?     (See  Civil  Code.) 

3.  What  federal  officials  are  elected?     (See  United 

States  Constitution.) 

4.  What  officials  formerly  elected  indirectly,  i.e.,  by 

legislatures  or  by  special  electors,  are  now 
elected  directly,  in  fact,  if  not  in  form?  How 
is  this  accomplished  ?  Consider  historically  the 
methods  employed  for  the  election  of  president 
and  senators. 

5.  Describe  and  compare  the  selection  of  candidates 

for  office  by,  (a)  party  conventions,  (&)  peti- 
tion, (c)  primary  election,  (d)  If  by  direct 
primary  in  your  state,  discuss  the  relation  of 
the  primary  to  party  organization. 

6.  In  which  method  is  the  voice  of  the  voter  more 

effective  ?     Why  ? 

7.  What  is  meant  by   "the  short  ballot"?   What  are 

the  reasons  for  urging  the  adoption  of  the 
"short  ballot"?  (a)  How  many  names  of  can- 
didates appeared  on  the  last  state  ballot  voted 
by  you  ?  (b)  For  how  many  of  these  names  had 
you  information  that  enabled  you  to  vote  for 
the  best  man?  State  whether  this  information 
was  personal  acquaintance,  from  the  partizan 
press,  or  from  the  man's  record  in  public  serv- 
ice, and  why  you  consider  it  reliable,  (c)  In 
case  of  candidates  of  whose  qualification  you 
have  no  reliable  information,  what  do  you  do? 
Do  you  vote,  or  do  you  cross  the  name  off  your 
ballot?  Which  is  the  proper  course  for  a  good 
citizen  ? 

8.  In  which  method  is  the  voice  of  the  voter  the  more 

effective  ?     Why  ? 

9.  What  control,  direct  or  indirect,  do  the  voters  re- 

tain over  the  action  of  elected  federal  officials? 

11 


10.  What  state  officials  are  elected?     (See  state  con- 

stitution.) 

11.  What  control,  direct  or  indirect,  do  the  voters  re- 

tain in  your  state  over  the  action  of  elected 
state  officials? 

12.  Has  your  state  adopted,  (a)  the  referendum,  (b) 

the  initiative,  (c)  the  recall? 

13.  Explain  the  terms  referendum,  initiative,   recall. 

(See  Government  in  State  and  Nation.) 

14.  Explain  the  procedure  by   which  the  above  are 

invoked  if  your  state  has  adopted  them. 


•.  HI 

What  Voice  Has  the  Voter  in  County,  Town  or 
Township,  and  City  Government  in  Your  State? 

Statement:  In  New  England,  government  began 
with  the  town  as  the  local  unit;  in  the  South,  where 
population  was  very  much  scattered,  the  county  was  the 
local  unit.  The  West  was  peopled  by  immigrants  from 
both  sections  and  combined  the  county  and  town  forms 
of  government,  assigning  to  each  unit  powers  varying 
in  range  for  each  state.  A  knowledge  of  the  distribution 
of  powers  among  the  officials  of  the  county,  town  or 
township,  and  city  or  organized  villages  of  your  state  is 
desirable  if  you  would  do  effective  service  in  your  com- 
munity. 

A  well-known  lecturer  and  critic  of  American  insti- 
tutions has  recently  said  that  county  officials  are  the  most 
carelessly  chosen,  the  most  neglected,  often  the  most  cor- 
rupt of  any  closely  connected  with  the  welfare  of  the 
individual  citizen.  Make  a  study  of  offices,  commissions, 
and  officials  of  your  own  county;  arrange  expeditions 
for  the  club  to  visit  the  poor  house,  jails,  water  supply, 
garbage  plants,  dairy  farms, — whatever  in  your  state  is 
under  the  control  of  county  boards  and  commissions.  In- 
quire what  the  county  budget  is,  and  who  spends  it,  what 
salaries  are  paid,  what  fees  are  collected,  to  what  funds 
fees  go,  and  who  spends  the  money. 

12 


Topics  for  discussion: 

1.  What  county  officials  in  your  county  are  elected? 

2.  What  county  officials  are  appointed?     By  what 

authority  is  each  appointed?  How  may  such 
officials  be  removed? 

3.  What   powers   and   duties   are  assigned  to  each 

official?  (Consult  the  state  constitution  and 
the  civil  code.) 

4.  What  authority,  if  any,  reviews  their  acts  and 

audits  their  financial  reports?  Bring  speci- 
mens of  such  reports  as  are  published  in  the 
newspapers  if  not  otherwise  printed.  Any 
local  official  should  be  able  to  give  information 
on  this  point. 

5.  What   town   or  township   officials   have  you,   as 

distinct  from  those  of  an  incorporated  city  or 
village  ? 

6.  In   some   cases,   the  city  has  absorbed  the  civil 

township ;  is  such  the  case  in  your  community  ? 

7.  If   there    are   township   officials,   how    are    they 

elected?  What  are  the  duties  of  each?  Who 
reviews  their  acts  and  audits  their  reports? 

8.  What  recourse  has  a  citizen  of  a  county  or  town- 

ship if  an  official  abuses  or  transcends  his 
powers?  For  example,  should,  in  your  opin- 
ion, quarantine  your  home  unnecessarily. 

9.  What  recourse  has  the  voter  if  he  has  proof  that 

a  county  or  township  official  is  corrupt  or  neg- 
lects his  duty?  Through  lack  of  responsibil- 
ity, local  officers  are  often  slack  in  the  dis- 
charge of  their  duties,  and  often  they  are 
tempted  to  select  friends  and  relatives  for  re- 
munerative tasks  that  would  be  more  effectively 
performed  by  others. 

Topics  suggested  for  investigation 
under  County  Administration : 

Note. — In  "Community  and  Government,"  a  leaflet  published  by 
the  University  of  North  Carolina,  it  is  estimated  that  there  are 
thirty  standard  officials  in  each  county.  Most  of  these  have 
duties  that  may  at  any  time  affect  the  welfare  of  any  citizen ; — 

13 


such  as,  the  register  of  deeds  and  mortgages,  the  coroner, 
sheriff,  surveyor,  etc.  In  this  state  the  Clerk  of  the  Superior 
Court  has  charge  of  seventy-two  items  for  which  fees  must 
be  charged. 

1.  Obtain  a  list  of  the  officials  of  your  own  county 

and  indicate  the  character  of  the  duties  of 
each. 

2.  Which  of  these  officials  are  elected? 

3.  Have  these  officials  jurisdiction  within  incorpor- 

ated towns  and  cities?  If  so,  of  what  mat- 
ters? 

Additional  topics  for  those  dwelling 
within  an  incorporated  city  or  village: 

1.  Is  your  city  incorporated  under  a  special  charter, 

or  under  the  provisions  of  a  general  law?  If 
the  former,  does  the  club  possess  a  copy  of  the 
charter?  If  the  latter,  consult  the  Civil  Code 
for  the  classification  of  your  city  or  village, 
the  procedure  by  which  it  acquired  status  and 
the  power  conferred. 

2.  What  elected  officials  has  your  city?     The  term 

of  office  for  each? 

3.  What  appointed  officials  has  your  city  ?  Who  ap- 

points them?  What  is  the  term  of  office  for 
each? 

4.  How  large  is  the  city  council?    How  is  it  elected 

and  how  long  the  term  of  office? 

5.  If  your  city  has  a  commission  form  of  govern- 

ment or  a  business  manager,  explain  the  nature 
and  powers  of  the  commission  and  the  powers 
and  duties  of  the  business  manager. 

6.  What  responsibility  rests  with  the  mayor,  or  the 

business  manager,  or  the  commission?  Dis- 
cuss the  relative  merits  of  these  three  forms  of 
government  for  your  own  community. 

7.  What  city  boards  or  commissioners  in  charge  of 

health,  parks,  police,  charities,  etc.,  have  you? 
How  is  each  appointed  and  what  are  its 
powers  ? 

8.  What    powers    have    the    boards    or    heads    of 

14 


departments  in  the  selection  and  discipline  of 
subordinates  ? 
9.     Are  experts  usually  chosen  for  subordinates,  or 
are  appointments  usually  determined  by  poli- 
tics ? 

10.  What  positions  are  under  civil  service? 

11.  Would  you  increase  or   restrict  the  number  of 

positions  under  civil  service  ?  What  arguments 
can  be  given  for  and  against  the  universal  ap- 
plication of  civil  service  for  municipal  em- 
ployees ? 

12.  What  do  you  consider  the  greatest  defects,  and 

omissions  in  the  government  of  your  own  city, 
or  town  ? 

13.  Is  the  county,  the  township,  or  the  city  the  most 

effective  administrative  agency,  where  you  live, 
for  the  comfort,  safety  and  welfare  of  the 
private  citizen? 
Suggestion:  A  special  session  might  be  devoted  to 
the  discussion  of  topic  eleven.  There  are  too  many  argu- 
ments pro  and  con  to  admit  of  a  broad  general  ruling. 
The  value  of  civil  service  in  the  exclusion  of  political 
considerations  is  great,  but  the  fact  remains  that  experts 
and  men  of  exceptional  ability  can  rarely  be  secured  by 
this  method  of  selection.  The  question  for  discussion 
should  be  framed  with  direct  reference  to  special  posi- 
tions, e.g..  Should  the  inspector  for  the  gas  and  electric 
service  be  selected  through  civil  service?  Should  the 
bookkeepers  of  the  assessor's  office  be  so  selected?  etc. 
If  not,  how  may  the  selection  of  properly  qualified  ex- 
perts be  brought  about  ? 


IV 

What  Control  Do  the  Federal  and  State  Govern- 
ments Exercise  in  the  Education  of  Our  Children  ? 

Statement:  When  the  federal  government  was 
formed,  education  was  considered  a  function  of  the 
church  and,  therefore,  left  to  state  and  local  initiative. 


15 


During  the  early  period  in  New  England,  the  home  was 
held  responsible  for  primary  instruction,  the  state  fos- 
tering the  higher  education  that  men  might  be  trained 
for  the  learned  professions.  In  New  York,  parochial 
schools  gave  primary  instruction  as  in  the  Dutch  Re- 
formed and  Episcopal  churches  in  Europe,  while  in  the 
South  private  tutors  were  employed  as  in  the  county 
families  of  England. 

Slowly  in  New  England,  the  town  provided  increas- 
ingly for  primary  instruction,  first,  as  a  charity,  later, 
by  vote  of  the  town  meeting.  As  many  towns  were 
sparsely  settled,  these  schools  were,  in  some  cases,  held 
for  a  few  months  in  each  of  several  locations  within 
the  town — were,  in  fact,  moving  schools.  After  a 
time,  each  location  became  a  sub-district,  and  was  in- 
corporated and  finally  became  an  independent  corporate 
entity  with  full  power  over  its  school  affairs.  Little 
by  little,  through  local  parsimony,  petty  graft  and  the 
ignorance  of  local  ofiicials,  the  quality  of  instruction 
deteriorated  until  widespread  ignorance  threatened  the 
stability  of  the  state.  During  many  years  of  bitter  legis- 
lative contests,  the  state  gradually  annulled  the  privileges 
of  the  sub-districts,  finally  restoring  to  the  town  full  con- 
trol over  its  schools. 

Meanwhile,  citizens,  moving  westward,  carried  with 
them  the  idea  of  the  sub-district  unit  in  education  and 
established  this  small  unit  for  school  administration  in 
all  the  Western  states.  In  most  of  these  states,  the  people 
have  strenuously  resisted  all  attempts  to  destroy  the  sub- 
district,  but  have  attempted,  by  legislation  of  various 
kinds,  to  remove  the  evils  of  the  system  by  limiting  the 
powers  of  the  local  officials. 

In  1867,  the  federal  government  created  the  Depart- 
ment of  Education  and  two  years  later  made  this  depart- 
ment a  bureau  in  the  Department  of  the  Interior.  The 
Commissioner  of  Education  was  directed  to  collect  and 
disseminate  information  concerning  education,  but  was 
given  no  power  to  direct  or  control  educational  activities. 
So  little  has  the  federal  government  thought  of  the 
Bureau  of  Education  as  the  suitable  agency  for  educa- 
tional endeavor  that  it  has  commissioned  various  other 

16 


departments  to  undertake  enterprises  of  a  scientific  or 
educational  nature — the  Department  of  Agriculture,  the 
Bureau  of  Standards,  the  Department  of  the  Navy,  etc. 

With  the  passage  of  the  Morrill  Act  in  1861  the  na- 
tional government  began  to  foster  agricultural  and  indus- 
trial education  by  grants  of  money  to  the  different  states 
for  such  education  in  schools  of  higher  grade.  Such 
grants  of  money  have  led  gradually  to  more  or  less  effect- 
ive supervision  of  the  institutions  in  question.  The  fed- 
eral government  is  now,  it  would  seem,  about  to  enter 
upon  a  much  more  extended  plan  of  support  for  voca- 
tional schools  in  the  congressional  districts  of  the  different 
states.  In  this  case  most  careful  provision  will  be  need- 
ful to  prevent  the  misuse  of  the  money  provided.  In 
other  words,  we  are  probably  about  to  introduce  some  de- 
gree of  federal  supervision  over  a  certain  class  of  sec- 
ondary schools  within  the  state  system  of  schools.  This 
will  be  a  notable  departure  from  our  past  system  of  con- 
trol and  support  of  education. 

Suggestion  :  Invite  the  superintendent  of  your  school 
and  the  principal  of  the  high  school  to  attend  the  session 
devoted  to  the  discussion  of  these  topics. 

Topics  for  discussion: 

1.  What  are  the  present  powers  and  duties  of  the 

Federal  Bureau  of  Education?  (Consult  the 
annual  reports  of  the  Commissioner  of  Edu- 
cation.) 

2.  In  what  direction  do  you  think  these  could  be 

wisely  extended  without  unnecessary  infringe- 
ment of  state  rights? 

3.  What    educational    activities    has    the    Carnegie 

Foundation  undertaken?  (Any  newspaper 
editor,  college  president,  or  official  of  the 
State  Board  of  Education  will  direct  you  to 
the  necessary  information.) 

4.  What    educational    activities    of    the    Carnegie 

Foundation  seem  to  you  advantageous  for  edu- 
cation? Which,  if  any,  prejudicial?  The  Na- 
tional Teachers'  Association  condemned  it  by 
resolution  in  the  1914  meeting.     Why?     The 

17 


report  of  this  meeting  should  be  in  the  city 
or  county  superintendent's  office ;  otherwise,  re- 
quest a  copy  of  this  resolution  from  the  office 
of  the  State  Board  of  Education. 

5.  Which  activities  of  the  Carnegie  Foundation  or 

of  other  private  foundations  and  associations 
assuming  interstate  educational  activities — 
such  as  the  Rockefeller  Foundation,  the  Col- 
lege Entrance  Examination  Board — would 
you  place  under  the  care  of  the  Federal  Bu- 
reau of  Education?  (Delegate  members  of  the 
club  to  interview  the  local  superintendent  of 
schools  concerning  these  foundations  and  as- 
sociations and  their  influence  upon  the  second- 
ary schools  and  the  colleges  known  to  him.) 

6.  What  are  the  powers  and  duties  of  the  State 

Superintendent  of  Education  and  the  State 
Board  of  Education  in  your  state?  (Consult 
the  School  Law.) 

7.  In  what  ways  does  the  state  office  directly  control 

education  in  your  local  school;  in  the  qualifi- 
cations of  the  teachers ;  in  the  course  of  study, 
textbooks,  etc. ;  in  the  standards  of  scholarship 
of  the  school? 

Note. — Specify  the  definite  state  requirements  for 
teaching  in  your  state,  in  the  rural  schools?  In  the 
grades?  In  the  high  schools?  What  is  the  state  re- 
quirement in  courses  of  study?  What  freedom  of 
choice  of  textbooks,  etc.,  has  the  teacher,  or  the 
local    school   committee? 

8.  To  what  extent  does  the  State  University  directly 

influence  your  local  school  in  the  above  men- 
tioned particulars?  (Consult  the  School  Law. 
Interview  the  principal  of  your  high  school. 
Always  appoint  one  or  more  members  of  the 
club  to  interview  and  report.) 

9.  What  is  the  attitude  of  the  school  toward  this 

state  supervision? 
10.     Would  you  increase  or  diminish  the  power  6f  the 
state  to  direct  and  control  the  local  school? 
In  what  particulars?    Why? 


18 


V 

The  Conduct  of  Education 

General  Question  :  What  supervision,  direction,  or 
control  by  legal  enactment,  or  by  officials  higher  than  the 
local  school  officials,  enters  into  the  conduct  of  education 
for  your  children? 

Statement:  The  management  of  the  local  school 
divides  quite  sharply  into  the  conduct  of  (a)  its  finan- 
cial, material,  and  physical  interests,  and  (b)  its  peda- 
gogical interests,  although  the  second  are  dependent  in 
a  measure  upon  the  first,  since  money  and  health  are 
requisite  for  successful  instruction.  The  pedagogical  in- 
terests include  (a)  the  qualifications  of  teachers,  (b)  the 
courses  of  study  offered  and  the  means  of  instruction — 
books,  apparatus,  etc.,  (c)  the  standards  of  scholarship 
required  and  many  other  matters  intimately  concerned 
with  the  mental  and  physical  nature  of  the  pupil.  Many 
of  these  problems  cannot  be  adequately  dealt  with  except 
by  those  professionally  trained;  others,  together  with 
financial  and  health  questions  are  wholly  within  the  com- 
petence of  the  intelligent  citizen  or  the  physician. 

Topics  for  discussion: 

1.'     What  county  officials  or  board  of  education  have 
you?     (Consult  the  School  Law.) 

2.  What  are  the  powers  and  duties  of  these  county 

officials  for  education?  (Consult  the  School 
Law.) 

3.  What  state   or  county  inspectors  or  supervisors 

for  counties  or  districts  larger  than  the  local 
school  district  have  you? 

Note. — In  some  states,  as  in  New  York,  there  are 
state  inspectors  and  supervisors  of  parts  of  coun- 
ties; in  others,  as  in  California,  there  are  inspectors 
or  visitors  from  the  State  University;  in  others, 
there  are  other  officials  for  supervision. 

4.  What  powers  have  these  inspectors  and  super- 

visors in  your  state?  Has  this  mode  of  super- 
vision proved  efficient?  (Secure  the  opinion 
of  local  school  officials  on  this  point.) 

19 


5.  Where  does  responsibility  for  the  certification  of 

teachers  rest— with  the  state,  the  county,  the 
local  school  board?     (See  the  School  Law.) 

6.  What  financial  reports  does  the  state  or  county 

require  from  the  local  school  officials?  (See 
the  School  Law  and  ask  a  member  of  the 
school  board.) 

7.  What  health  or  sanitary  requirements  do  the  laws 

or  the  regulations  of  state  or  county  officials 
establish?  (See  the  School  Law  and  ask  a 
member  of  the  school  board,  or  a  physician.) 

8.  Are  these  regulations  effectively  enforced  in  your 

own  schools?  Do  they  require  amendment  or 
change?  Are  the  persons  who  inspect,  etc., 
skilled  and  competent? 

9.  Have  you  a  state  law  authorizing  the  establish- 

ment and  conduct  of  industrial,  trade  or  agri- 
cultural schools,  or  departments  in  schools? 
To  what  extent  are  such  schools  provided  in 
your  community?  Which  of  these  are  most 
needed,  or  most  effective  for  your  young 
people  ? 

10.  What  state  provision  or  requirement  have  you  for 
special  classes  for  defectives,  laggards,  for  out- 
of-door  schools  for  the  tuberculous?  (See  the 
School  Law  and  ask  school  officials.)  How  are 
these  classes  provided  for  in  your  own  com- 
munity ? 

IL  What  state  provisions  are  there  for  Continuation 
Schools,  schools  and  educational  lectures  for 
adults,  either  aliens  or  apprentices  and  journey- 
men? (See  School  Law  and  ask  school  offi- 
cials, also  inquire  about  the  management, 
efficiency  and  success  of  evening  schools.) 

12.  What  financial  aid  for  the  local  school  do  you 

receive  from  the  state?  From  the  county? 
(See  the  annual  report  of  the  school  board.) 

13.  What  was   last  year's  tax  rate  for  county  and 

state  school  tax?  (Consult  your  last  tax  re- 
ceipt.) 

14.  What  powers  or  duties  now  exercised  by  the  local 

20 


school   board   do   you   think   might  better  be 

vested  in  county  or  state  authorities?    What 

functions  would  you  transfer  from  county  or 

state  authorities  to  the  local  board?    Why? 

Suggestion  :  Invite  some  official  of  the  school  board, 

the  superintendent  of  schools  and  the  principal  of  the 

high  school  to  be  present  when  these  topics  are  discussed 

and  to  take  part. 


LOCAL  PROBLEMS 

VI 

Community  Finances 

Statement:  The  active  citizen  who  desires  to  serve 
the  community  rather  than  to  hold  office,  in  most  cases 
finds  the  field  of  his  most  useful  activity  in  the  home 
community.  When  one  considers  what  should  be  done 
next  to  make  the  community  a  more  prosperous,  health- 
ful, enjoyable,  and  uplifting  place  of  residence  for  his 
family  and  himself,  the  question  of  financing  any  pro- 
gressive measure  meets  him  at  every  turn.  Every 
movement  requires  money,  or  voluntary  labor,  or  both. 
The  field  for  voluntary  clubs  and  associations  is  limited, 
cooperative  action  is  very  costly  in  efifort  and  is  likely  to 
be  irregular  and  spasmodic ;  hence,  we  have  come  to  think 
that  most  civic  movements  that  require  sustained  support 
are  best  promoted  by  the  town  or  the  community.  If, 
then,  we  would  convince  the  community  that  the  action 
we  advocate  should  be  undertaken,  we  must  be  prepared 
to  show  that  the  finances  of  the  community  will  justify 
such  action  or  that  we  can  supply  the  necessary  funds  by 
popular  subscription  or  otherwise;  we  must,  therefore, 
be  conversant  with  the  financial  status  of  the  community. 

Sources  of  Income  by  Taxation,  Etc. 

Define,  with  illustration,  each  one,  and  inquire  which 
are  used  in  your  own  community: 

21 


(a)  Direct  taxes.  (h)  Appropriations        re- 

(b)  Indirect  taxes.  ceived    from    state   or 

(c)  Excise.  national  revenues, 
(rf)  Franchise.  (i)    Permanent  revenues,  if 
(e)  Fees.  any,    from    ownership 
(/)  Licenses.  of     utilities,     sale     of 
(g)  Fines.  land,    timber,    rentals, 

Topics  for  discussion: 

1.  Who  assesses  the  property  of  the  town  and  under 

what  rules  does  he  act? 

2.  How  does  the  assessor  determine  the  assessment 

value  of  (a)  the  real  estate,  (b)  the  personal 
property,  and  what  relation  is  this  assessment 
value  supposed  to  have  to  actual  value? 

3.  How  many  of  the  following  are  included  under 

the  personal  property  assessed:  (a)  house- 
hold furniture,  (b)  library,  (c)  musical  instru- 
ments, (d)  automobiles,  (e)  farm  stock,  (f) 
certificates  of  value  such  as  stocks,  bonds, 
promissory  notes,  mortgage  notes,  cash  in  the 
bank,  etc.?  (Consult  the  Civil  Code  and  the 
assessor's  instructions;  you  may  discover  as- 
tonishing inconsistencies  in  practice.) 

4.  To  what  extent  is  double  taxation  practiced  in 

your  community  and  state ;  i.e.,  taxation  of  the 
plant,  the  real  property,  and  also  taxation  of 
the  stocks  and  bonds  that  represent  the  real 
property  ? 

5.  Are  stocks  and  bonds  taxed  when  the  property 

represented  by  them  is  situated  in,  and  taxed 
by,  another  state? 

6.  Give  reasons  for  and  against  the  double  taxation 

that  the  laws  so  often  try  to  exact. 

Note. — In  most  states,  the  laws  require  this  double 
taxation,  but  the  assessor's  books  in  wealthy  cities 
seem  to  show  that  few  citizens  except  minors  whose 
property  is  in  probate  possess  any  such  certificates 
of  value. 

22 


7.  Give  reasons  for  and  against  a  requirement  that 

the  citizen  shall  swear  that  he  has  revealed 
his  ownership  of  all  certificates  of  value  sub- 
ject to  such  double  taxation. 

8.  What  other  methods  of  assessment  have  you  heard 

of  as  more  equitable  than  that  of  your  state? 
Note. — The  single  tax  on  land— improvements 
not  taxed — the  Edmonton  method  in  Canada,  and 
many  other  methods  have  been  described  in  the 
magazines.  See  the  Readers'  Guide  to  Current  Peri- 
odicals in  any  good  library.  A  just  method  of  as- 
sessment is  the  first  requisite  for  sound  finance  in 
state  or  community.    Also  Reference  in  lists  given. 

Suggestion  :  Assessment.  Delegate  a  member  of  the 
club  to  obtain  from  the  local  or  county  assessor  a  copy 
of  instructions  for  assistant  assessors. 


VII  : 

The  Community  Income 

Invite  some  lawyer  or  town  official  to  attend  this  meet- 
ing to  explain  any  obscure  points  in  the  last  annual  state- 
ment of  the  town  treasurer  and  in  the  reports  of  the 
heads  of  the  various  city  departments. 

Topics  for  discussion: 

1.  What    was    the    last    tax    rate    for   your   town? 

County?  State?  (Consult  your  last  tax  receipt.) 

2.  How   does  this  tax   rate   compare  with  that  in 

neighboring  communities  of  similar  population 
and  property?  (Select  a  half  dozen  such  com- 
munities and  ask  some  members  of  the  club  to 
write  for  this  information.) 

3.  What  was  the  amount  of  the  tax  levy  last  year 

and  how  was  it  expended  ?  ( See  the  treasurer's 
statement  and  ask  the  visiting  lawyer  or  official 
to  explain  the  relative  importance  of  these  dif- 
ferent appropriations.) 

4.  What  other  source  of  income  has  the  local  gov- 

ernment— fines,  licenses,  etc.?  What  was  the 
amount  collected  last  year? 

23 


5.  Does   your   community   require   licenses    for   the 

privilege  of  trading,  from  local  dealers?  From 
dealers  of  other  towns  soliciting  trade?  From 
farmers  and  market  gardeners  vending  from 
house  to  house?  From  pedlers,  itinerant  deal- 
ers, and  others  practicing  their  trade  upon  the 
streets  ? 

6.  Are  these  licenses  required  (a)  for  revenue?   Or 

(b)  for  the  more  efficient  regulation  of  trade 
that  uncontrolled  might  become  a  nuisance  ?  Or 

(c)  for  the  protection  of  local  merchants  who 
object  to  competition? 

7.  Where  protection  is  desired,  what  arguments  for 

the  justice  of  it  can  the  merchant  set  forth? 

8.  Wherein  does  such  protection  work  to  the  disad- 

vantage of  the  citizen  consumer  ? 

9.  Does  the  annual  income  of  the  community  meet 

the  current  expenses,  or  is  the  community  bor- 
rowing money  for  these  expenses? 

10.  What   is   the   bonded   indebtedness   of  the   com- 

munity? (The  treasurer's  statement  should 
give  this,  and  the  visiting  official  should  be 
able  to  explain  it.) 

11.  How  much  of  this  indebtedness  was  incurred  for 

permanent  betterments — streets,  public  build- 
ings, etc.? 

12.  How  much  for  income-producing  utilities — street 

cars,  water,  gas,  electric  light,  etc.? 

13.  Is  there  a  sinking  fund  to  meet  this  indebtedness 

as  it  falls  due  ?  In  all  cases,  such  indebtedness 
should  be  cancelled  within  the  life  of  the  im- 
provement for  which  it  was  incurred,  e.g.,  be- 
fore the  building  erected  will  be  superseded. 

14.  What  is  the  legal  borrowing  limit  for  the  com- 

munity? (This  is  usually  established  by  law. 
Any  lawyer,  banker,  or  official  can  inform  you.) 

15.  Compare  for  each  department  the  annual  expen- 

ditures for  the  past  five  years.  What  increase 
has  there  been?  To  what  was  this  increase 
due? 

24 


16.  What  margin  is  there  for  additional  expenditure, 

(a)    in   the   annual   tax   levy,    (b)    within  the 
bonding  limit? 

17.  What  savings  could   be  made  wisely   in  present 

expenditures  ? 


VIII 

The  Budget  System 
Topics  for  discussion: 

1.  What  is  "The  Budget  System"? 

2.  When  adopted  by  a  state,  as  recently  by  Illinois, 

what  changes  in  organization  result? 

3.  Why  is  a  Budget  System  for  national  expenses 

urged  by  students  of  government? 

4.  What   interests   oppose   the   Budget   System   for 

national  expenses?     What  practical  difficulties 
in  the  way  of  its  adoption? 

5.  What  states  have  adopted  a  budget  plan  of  ex- 

penses ?    Have  any  used  this  plan  long  enough 
to  show  results  ?    Report  if  you  know  of  such. 

6.  Do  you  know  any  cities  in  which  expenses  are 

arranged  by  budget? 

7.  Is  a  family  budget  common  in  your  community? 

What  are  the  advantages,  the  objections,  for 
the  family? 

List  the  expenses  that  must  go  into  a  typical 
community  budget;  add  to  this  list,  or  cross 
off,  the  items  until  your  list  represents  the 
expenses  that  make  up  the  budget  of  your  own 
community. 

Note. — In  Community  Civics  p.  299-300  is  given 
a  city  budget  for  191 5,  which  may  serve  as  guide; 
or,  see  the  last  report  of  the  trustees  of  your  own 
town.  For  suggestions  about  a  family  budget  see 
p.  453  of  same  book. 

Note  No.  2. — Reorganization  on  the  basis  of  a 
budget  system  for  all  departments  of  the  national 
government  is  in  progress  at  the  present  time.  If 
available,  when  this  discussion  is  reached,  study  and 
discuss  the  changes  made,  the  former  abuses,  and 
the  value  of  the  change. 

25 


IX 

Safeguards  for  Health 

Suggestion  :  Invite  a  member  of  the  board  of  health, 
or  a  physician,  to  attend  this  session. 

Topics  for  discussion: 

1.  Who   constitute  your   board   of   health?     How 

appointed?  How  removed?  What  author- 
ity have  the  officers  of  the  board  of  health? 
If  you  live  in  an  unincorporated  village,  what 
supervision  of  health  have  you? 

2.  What  is  the  water  supply?     Is  it  owned  by  the 

municipality,  by  a  private  company;  by  indi- 
viduals, as  wells,  springs,  etc.? 

3.  Is  the   source   fully   protected   from   contamina- 

tion, (a)  if  a  running  stream,  protected  from 
sewage,  factory  refuse,  or  decaying  vegetable 
or  animal  matter;  {h)  if  a  reservoir,  from  im- 
pure surface  water,  decaying  vegetation,  etc. ; 
(c)  if  a  well,  from  surface  water,  drainage 
from  cattle  yards,  cesspools,  toilets,  etc.? 

4.  What  is  the  official  analysis  of  the  water?     Ob- 

tain from  the  office  of  the  water  company  a 
copy  of  the  official  analysis.  If  a  private  well, 
get  some  student  of  chemistry  to  analyze  it 
for  you. 

Note. — In  some  states  the  State  Board  of  Health 
will  analyze  drinking  waters  free  of  charge,  if  sent. 

5.  What  are  its  foreign  ingredients  and  what  is  their 

effect  upon  those  sensitive  to  them  ? 

6.  Will  filtration,  distillation,  or  other  means,  render 

the  water  more  suitable  for  the  delicate  in 
health? 

7.  What  are  the  sources  of  the  milk  supply? 

8.  What  quality  and  care  do  the  laws  require? 

9.  What  inspection  is  provided  for  the  local  milk 

supply?  Is  it  efficient  as  regards  the  source 
of  supply?    As  regards  the  care,  en  route? 

26 


10.  How,  for  example,  if  your  children  had  typhoid, 

would  the  source  of  infection  be  traced  and 
what  measures  would  be  taken  if  the  water 
or  milk  were  the  cause? 

11.  Who  removes  the  rubbish,  garbage,  or  filth;  how 

often;  on  what  terms? 

12.  How  is  sewage  disposed  of?     If  by  sewer,  is  it 

discharged  into  streams,  septic  tanks,  or  upon 
sewage  farms? 

13.  If  by  cesspools,  how  are  these  cleaned ;  how  often ; 

on  what  terms? 

14.  Are  the  streets  kept  clean?    By  what  means;  by 

sweeping,  vacuum  cleaners,  or  other  means? 


X 

Safeguards  for  Health  (Continued) 

Suggestion  :  Invite  a  member  of  the  board  of  health, 
or  a  physician,  to  attend  the  session  in  which  these  topics 
are  discussed  and  to  take  part. 

Topics  for  discussion: 

1.  What  are  the  powers  of  the  board  of  health? 

2.  If  there  is  no  local  board  of  health,  how  are  the 

matters  specified  in  this  section  cared  for? 

3.  What  contagious  or  infectious  diseases  must  be 

reported  to  the  board  of  health  or  other  official 
board  ?    What  action  is  taken  in  such  cases  ? 

4.  Is  a  fly  campaign  waged  by  the  community  by 

municipal  fly  traps  ?    By  prompt  removal  of  all 
refuse  in  which  flies  breed?    By  other  means? 

5.  Is  the  installation  of  plumbing  officially  inspected? 

6.  If  at  any  time  danger  from  the  plumbing  is  sus- 

pected, how  do  you  secure  reliable  inspection? 

7.  Have  you  an  anti-spitting  ordinance  ?    Who  is  re- 

sponsible for  the  enforcement  of  such  an  ordi- 
nance, if  you  have  one? 

27 


8.  Do  the  ordinances  require  that  all  cases  of  tuber- 

culosis shall  be  reported?  That  houses  shall 
be  fumigated  after  a  tuberculosis  patient  has 
been  removed? 

9.  Who  are  responsible  for  the  enforcement  of  ordi- 

nances concerning  tuberculosis?  Are  they  en- 
forced ? 

10.  Does  the  board  of  health  examine  free  of  charge 

water,  milk,  sputum  of  tuberculosis  patients, 
throat  cultures? 

11.  If  an  epidemic  breaks  out,  what  quarantine  regu- 

lations are  enforced? 

12.  If  segregation  is  necessary,  what  accommodations 

are  provided  for  the  patient?  (Opposition  to 
segregation  is  often  due  to  poor  accommoda- 
tions and  poor  care.) 

13.  What  regulations,  state  or  local,  have  you  for 

food  and  meat  inspection?  How  are  they  en- 
forced ? 

14.  Are  fish,  meat,  etc.,  on  sale  in  the  stores  in  your 

community  exposed  to  flies,  dust,  or  handling? 

15.  If  injury  or  loss  is  sustained  by  the  purchaser 

of  poor  food,  does  the  citizen  in  your  com- 
munity usually  take  means  of  preventing  the 
continuance  of  the  abuse  ?  What  recourse  has 
he?  What  are  the  practical  steps  necessary? 
(These  should  be  familiar  to  everyone,  for  it 
is  a  public  duty  resting  on  every  citizen  to 
protect  the  community  as  far  as  he  is  able. ) 

16.  What  drug  and  liquor  regulations,  state  or  local, 

have  you  ?    How  efficiently  are  they  enforced  ? 

17.  What  laws  or  ordinances  against  accidents  on  the 

streets;  in  factories;  in  the  practice  of  one's 
trade  ? 

18.  Under  what  circumstances  may  federal  or  state 

officials  exercise  authority  in  the  local  place  to 
safeguard  health? 

19.  What  is  your  community  doing  to  prevent  the 

increase  of  tuberculosis? 

20.  What  to  care  for  incipient  cases  of  tuberculosis? 

28 


21.  What   child-welfare   agencies  have   you   in   your 

community  ? 

22.  What  local  means  are  taken  to  prevent  accidents 

in  the  street  at  crossings  ?    Are  these  adequate  ? 

23.  What  is  the  death  rate  in  your  community  from 

disease,  from  accident  or  other  causes? 

24.  Is  your  community  subject  to  epidemics?     Are 

these  preventable? 


XI 

Safeguards  for  Property 

Suggestion  :   Invite  an  agent  for  fire  insurance  to  at- 
tend this  session. 

Topics  for  discussion: 

1.  Is  the   water  supply  ample  for  fire  protection? 

Are  there  a  sufficient  number  of  fire  hydrants? 
Is  the  water  pressure  sufficient?  Are  the  hy- 
drants as  large  as  is  desirable? 

2.  What  is  the  organization  and  equipment  of  your 

fire  department?  If  you  have  no  fire  depart- 
ment, what  means  for  fighting  fire  have  you  ? 

3.  What  inspection  of  electric  lighting  is  provided? 

4.  What  building  ordinance   for  protection  against 

fires  have  you? 

5.  Secure  a  fire  insurance  blank  and  read  the  con- 

ditions prescribed.  Which,  if  any,  of  these  con- 
ditions cannot  be  satisfied  because  of  com- 
munity conditions? 


XII 

Is  Your  Town  Beautiful? 

Suggestion  :  Plan  a  survey  of  the  town  to  be  carried 
out  by  members  of  the  club.  Divide  the  membership  into 
groups,  or  assign  single  persons  to  each  topic,  as  will 
best  cover  all.    Give  the  full  time  of  one  meeting  to  re- 

29 


ports  and  discussion  of  reports.  Provide  a  large  plan, 
map,  or  drawing  of  your  town  for  use  in  making  re- 
ports and,  when  needed,  for  illustrating  reports.  Ask 
members  to  use  cameras  and  show  the  pictures.  Each 
person  should  make  a  careful  personal  survey  and  in- 
spection of  the  town  as  far  as  her  topic  requires,  report 
with  accuracy,  and  give  facts  that  may  be  verified. 

Topics  for  discussion: 

Additional  topics  may  be  added  if  needed,  since  towns 
vary. 

1.  The   condition  and   care  of  vacant  lots.     (This 

usually   includes   weeds,   rubbish,    etc.) 

2.  The  approaches  to  the  town,  by  train,  by  street- 

cars, by  public  highways — what  impression  do 
they  give  strangers?  Are  they  beautiful  to 
the  eye? 

3.  Public  waiting  places — station,  and  others?     Are 

they  comfortable?  Are  they  clean?  Are  they 
sanitary?     Are  they  beautiful? 

4.  Has   your    town   public   comfort   stations?      Are 

such  well  cared  for  and  sanitary? 

5.  School  yards,  surroundings  of  public  buildings — 

Are  they  attractive?  How  can  they  be  im- 
proved? 

6.  Back  yards  and  alleys — are  the  alleys  clean,  sani- 

tary, neat,  attractive?  Are  the  backyards  well 
kept  and  orderly  ?  Are  they  beautiful  ?  What 
use  is  made  of  them? 

7.  Streets — condition,    care,    parkings,    uniformity, 

crossings,  conditions  in  stormy  weather? 

8.  Billboards  and  signs? 

9.  Alignment  and  effect  of  buildings  considering  the 

block  as  a  unit,  in  residence  sections,  in  busi- 
ness sections? 

10.  Are  sidewalks  unifonn  for  the  entire  block,  and 

for  the  entire  street? 

11.  Is  there  any  attempt  to  secure  a  pleasant  and  uni- 

form effect  in  signs,  store  fronts,  and  other 
particulars  ? 

30 


XIII 

The  Town  Beautiful  (Continued) 
Suggestion  :  Invite  to  this  discussion  an  official  of 
tlie  park  board,  of  the  street  department,  of  the  depart- 
ment of  city  buildings ;  or,  if  no  one  of  these  is  available, 
some  competent  person  interested  in  planning  a  commu- 
nity beautiful. 

1.  By  what  procedure  is  a  subdivision  plotted  and 

added  to  the  community  domain? 

2.  What  official  decides  whether  the  layout  of  streets, 

grades,  curves,  parkways,  and  park  spaces,  is 
suitable  and  attractive? 

3.  If  your  community   has   regulations   concerning 

these  matters,  secure  a  copy  and  discuss  them 
with  a  view  to  their  improvement. 

4.  What  regulations  have  you  as  regards  curbing, 

sidewalks,  and  parkways? 

5.  What  regulations  in  regard  to  the  planting  and 

care  of  parkings?  Do  these  provide  that  one 
species  of  tree  shall  be  planted  along  a  given 
street  to  secure  uniformity  of  impression? 

6.  Who  determines  the  style  of  architecture  and  the 

grouping  of  public  buildings? 

7.  What  regulations  have  you  as  regards  the  plac- 

ing of  private  buildings — distance  from  the 
curb,  etc.? 

8.  What  regulations  have  you  in  regard  to  the  archi- 

tecture and  character  of  private  buildings? 

9.  If  your  neighbor  plans  to  erect  a  monstrosity  that 

would  destroy  the  quiet  dignity  of  a  residence 
street,  how  can  you  protect  yourself  ? 

10.  If  he  plans  to  erect  an  edifice  for  an  undesirable 

purpose,  e.g.,  a  livery  stable,  a  public  garage, 
a  yard  for  junk,  a  tenement  for  aliens,  or  an 
undesirable  class,  how  can  you  prevent  it? 

11.  If  none  of  these  matters  fall  within  the  province 

of  any  community  official  under  present  regula- 
tions, consider  in  detail  what  is  practicable, 
(a)  by  regulations  with  enforcement  placed 
definitely  under  the   charge  of  some   official, 

31 


(b)  by  a  volunteer  association  which,  by  pub- 
licity, protest  and  recommendation,  might  in- 
duce citizens  to  consider  attractiveness  as  well 
as  utility  in  their  plans. 

Note. — Find  in  the  library  descriptions  of  what  has  been 
done  in  other  cities,  and  inquire  how  the  result  was  brought 
about.  There  are  City  Planning  Commissions,  Village  Improve- 
ment Societies,  Art  Boards  to  pass  on  building  plans,  streets, 
etc.  In  France,  since  the  World  War,  a  national  commission  has 
been  appointed  which  must  pass  on  all  plans  for  reconstructing 
and  improving  villages. 


XIV 
Community  Recreation 

Statement:  The  adult  population,  no  less  than  the 
youth,  need  relaxation,  physical  and  mental  recreation. 
This  field  of  activity  is  peculiarly  the  province  for  com- 
munity activity  since  cooperation  is  necessary  and  direc- 
tion desirable.  The  saloon  draws  crowds  chiefly  through 
its  social  attraction,  it  is  an  informal  club  for  the  inter- 
change of  ideas,  the  playing  of  games,  etc.  in  many 
towns  the  public  dance  hall  is  the  only  place  where 
many  young  people  can  socially  meet  their  acquaintances 
of  the  other  sex.  For  many  who  read  little,  the  movies 
satisfy  the  craving  for  excitement  and  for  information 
concerning  the  earth  and  its  peoples.  The  motorcycle 
and  its  young  man  afford  many  a  young  woman  her  only 
chance  for  a  breath  of  country  air,  and  the  quiet  nooks 
in  the  park  offer  to  many  lovers  the  only  opportunity  for 
heart  to  heart  conversation.  These  desires  are  all  natural 
and  legitimate;  abuse  comes  with  temptation  through 
undesirable  conditions.  The  community  is  responsible 
for  its  neglect  to  provide  suitable  environment  no  less 
than  for  permitting  unsuitable  conditions. 

Topics  for  discussion: 

1.  What  steps  have  been  taken  by  your  community 
to  provide  social  club  houses,  coffee  houses, 
Y.  M.  C.  A.  and  Y.  W.  C.  A.  centers  for  dif- 
ferent classes  in  the  community,  or  other  places 

32 


of  rendezvous  as  a  substitute  for  the  saloon 
and  for  loafing  on  the  street  ? 

2.  Appoint  a  committee  to  visit  these  places  and  re- 

port on  the  kind  and  amount  of  patronage  they 
receive. 

3.  Appoint  another  committee  to  report  on  the  num- 

ber and  class  of  boys,  young  men  and  young 
women  found  on  the  streets  evenings  appar- 
ently without  definite  object,  or  frequenting 
questionable  resorts. 

4.  What    cheap    theaters,    moving    picture    shows, 

dance  halls,  roller  skating  rinks,  pool  halls, 
are  licensed  by  your  community? 

5.  Are  the  theaters,  picure  shows,  and  dance  halls 

properly  lighted?  Delegate  one  member  for 
each  of  these  resorts  to  visit  and  report  on  this 
and  the  following  topics. 

6.  Is  there  proper  provision  for  separate  toilets  in  the 

dance  halls? 

7.  Are  the  plays  and  picture  films  so  censored  that 

you  are  sure  they  are  suitable  for  young  people  ? 
Ascertain  and  report  on  the  method  by  which 
unsuitable  films  are  excluded  from  the  local 
picture  shows? 

8.  What  supervision  is  there  for  the  various  places 

of  entertainment? 

9.  At  what  hour  must  each  close  ? 

10.  Are  children  under  sixteen  excluded  evenings  un- 

less accompanied  by  parents?  Who  sees  that 
this  ordinance  is  enforced?  How  does  the 
management  ascertain  the  age  in  doubtful 
cases? 

11.  What  action  by  your  club  is  practicable  in  se- 

curing the  use  of  the  picture  shows  for  the 
education  and  uplift  of  the  community?  Ap- 
point a  committee  to  interview  the  managers 
and  report. 

33 


XV 


Community  Recreation  and  Instruction 

Topics  for  discussion: 

1.  How  many  playgrounds  are  there  in  your  com- 
munity? Are  they  open  in  the  evenings,  on 
holidays,  all  the  year  round,  and  how  are 
they  maintained? 

2.  If  you  have  no  supervised  playgrounds,  what  pro- 

visions are  made  for  organized  play  for  youths 
and  young  men  ? 

3.  What  gymnasium  privileges   for  each  sex   does 

your  community  afford  ?  How  are  these  main- 
tained, and  what  ones  are  free  to  all,  irre- 
spective of  class  or  membership? 

4.  What  service  can  your  club  render  toward  build- 

ing up  the  bodily  vigor  of  the  community? 

5.  Has  your  community  an  organization  of  the  Boy 

Scouts  and  the  Campfire  Girls?  If  not,  why 
not? 

6.  What  support  can  your  club  give  to  this  or  simi- 

lar organizations? 

7.  What  camps  are  maintained  in  mountains  or  by 

the  sea  to  which  any  resident  in  the  commu- 
nity can  go  for  change  and  renewal  of  vigor? 
How  are  outings  arranged,  individuals  selected 
and  expenses  borne? 

8.  What  service  can  your  club  render  for  the  ex- 

tension of  such  privileges? 

9.  What  parks  has  your  community?  area?  acces- 

sibility? Are  they  adequately  policed?  Is 
their  use  by  the  populace  for  games,  picnics, 
etc.,  encouraged?  How  adequately  are  they 
cared  for? 
10.  Are  band  concerts  maintained  in  the  park?  If 
so,  how  are  these  financed?  How  are  the  se- 
lections chosen?  Could  the  club  aid  by  in- 
fluence or  otherwise  toward  making  these  con- 
certs an  education  in  music? 

34 


11.  What  public  library  facilities   has  your  commu- 

nity? How  are  these  provided  and  at  what 
cost?  Secure  the  last  annual  report,  if  in 
print;  otherwise,  learn  the  number  of  books 
loaned  in  the  last  six  months  and  their  char- 
acter ? 

12.  Is  there  a  reading  room?     Is  it  open  evenings? 

Appoint  one  member  to  visit  and  report  on  its 
suitability  and  on  the  extent  and  character  of 
the  patronage. 

13.  Special  topics: 

Introduce  here  a  discussion  of  special  forms  of 
recreation  proposed  for  your  community,  or 
opposed  as  inimical  to  welfare. 


SCHOOL  PROBLExMS   IN   THE  COMMUNITY 

Statement:  Sections  IV^  and  V  dealt  with  the  larger 
factors  in  the  administration  of  our  schools.  We  would 
now  inform  ourselves  concerning  the  educational  situa- 
tion in  our  own  community.  In  every  school  there  is  a 
professional  and  a  non-professional  side.  There  are 
points  in  class  method,  in  sequence  of  study,  etc.,  concern- 
ing which  the  outsider  should  judge  with  extreme  cau- 
tion. Above  all,  over  strenuous  advocacy  of  the  intro- 
duction of  new  subjects  of  study  should  be  guarded 
against.  The  various  phases  of  instruction  in  morals,  in 
sex  questions,  in  special  accomplishments,  as  swimming, 
etc.,  are  good  in  their  place,  but  the  introduction  of  all 
subjects  that  have  champions  would  make  instruction  so 
fragmentary  tha,t  no  constructive  education  would  be 
possible ;  many  school  programs  now  suggest  a  vaudeville 
performance. 

Attendance  by  visitors  at  class  exercises  is  of  doubt- 
ful value  unless  necessary  to  determine  the  spirit  of 
comradeship  between  teacher  and  class.  There  are,  how- 
ever, many  problems  of  great  importance  in  the  solution 

35 


of  which  the  parents  or  the  ahimnae  can  render  valuable 
service.  What  kind  of  training  will  best  meet  the  needs 
of  the  community?  Do  the  exercises  in  the  lower  grades 
emphasize  the  training  of  the  senses  or  the  storing  of  the 
memory?  Is  provision  made  in  the  upper  grades  for 
those  who  desire  a  cultural  course  and  also  for  those  who 
need  vocational  training  and  manual  skill?  Methods  for 
attaining  results  may  be  left  to  experts,  but  the  demand 
for  certain  results  and  judgment  of  the  results  attained 
lies  clearly  within  the  province  of  those  who  pay  the  bills. 

There  remain,  also,  problems  that  are  wholly,  or  in 
part,  within  the  province  of  the  patrons  of  the  school. 
The  sanitation  of  the  buildings,  the  adequacy  of  play- 
grounds, the  hygiene  of  the  school,  including  medical 
inspection,  prevention  of  disease  and  eye  strain,  the  re- 
moval of  physical  handicaps  through  defects  of  eye,  ear, 
teeth,  etc.,  are  all  matters  for  cooperation  with  school 
authorities. 

With  the  rapidly  developing  coordination  of  our 
schools  with  community  life,  many  other  matters  become 
important.  A  closer  study  -of  the  aptitude  of  each  child 
is  necessary,  that  he  may  choose  his  course  in  school 
wisely.  On  the  completion  of  his  course,  assistance  is 
often  necessary  to  secure  him  suitable  employment;  class 
or  apprentice  instruction  to  increase  his  efficiency  should 
be  provided.  These  are  but  illustrations  of  fields  of  activ- 
ity which  a  rising  consciousness  of  community  respon- 
sibility for  the  welfare  of  its  youth,  beyond  the  established 
school  curriculum  is  compelling  us  to  enter. 

By  voluntary  associations,  as  in  Paris,  by  a  broaden- 
ing of  the  activities  of  the  school  boards,  these  very  de- 
mands must  be  met  and  satisfied.  We  customarily  turn 
first  to  our  school  board  and  here  the  question  of  school 
finance  confronts  us  and  must  be  studied  with  care. 

Question  :  Have  you  a  Forum  for  the  discussion  of 
local  school  problems,  in  which  teachers,  students,  parents 
and  school  committee  may  all  express  their  own  views 
freely  ? 


36 


XVI 

School  Finance 

Suggestion  :  Invite  a  member  of  the  School  Board 
and  the  Superintendent  of  Schools  to  attend  the  discus- 
sion of  school  finance.  Be  sure  to  have  on  file  the  last 
annual  statement  of  the  School  Board  and  a  copy  of  the 
state  school  law. 

Topics  for  discussion: 

1.  What  were  the  school  resources  for  the  last  fiscal 

school  year?  Ascertain  the  source  of  each 
item  in  this  total — state  appropriation,  county 
tax,   district   tax. 

2.  What  was  the  school  tax  rate  for  your  district? 

Refer  to  last  tax  receipt. 

3.  Appoint  a   member  to   secure   information   con- 

cerning the  tax  rate  in  other  districts  of  similar 
wealth  and  population.  Is  your  tax  rate  higher 
or  lower  than  that  in  similar  districts  ? 

4.  Are  your  school  resources  greater  or  smaller  than 

those  in  similar  districts? 

5.  Compare  the  last  year's  expenditure  under  each 

heading  in  the  annual  statement  with  that  of 
each  of  the  last  five  years.  Ask  a  school  of- 
ficial for  data,  if  not  otherwise  obtainable,  and 
for  an  explanation  of  annual  diflFerences  in  ex- 
penditure. 

6.  What  is  the  bonded  indebtedness  of  your  school 

district  ? 

7.  What  sinking  fund  is  provided  for  the  payment 

of  these  bonds? 

8.  What  is  the  legal  limit  of  indebtedness  for  the 

district.  The  state  School  Law  usually  deter- 
mines this. 

9.  What  margin  has  your  district  in  annual  resources 

over  expenditure,  in  possible  bonded  indebted- 
ness? 
10.     What  economies  in  present  expenditure  seem  to 
you    possible    without    decreasing    efficiency? 
(One  source  of  waste  in  many  schools  is  found 

37 


in  the  giving  of  subjects  at  high  cost  to  a 
small  class,  e.g.,  when  the  principal  on  high 
salary  gives  a  third  of  his  time  to  the  instruc- 
tion of  a  dozen  pupils,  while  subjects  desired 
by  many  pupils  are  not  offered  or  are  given 
with  inadequate  instruction.) 

11.  Appoint  some  member  to  report  what  classes  are 

small  in  your  school  and  the  reason  for  small 
attendance. 

12.  Determine  by  discussion  whether  these  subjects 

of  study  are  fundamental,  leading  to  necessary 
studies;  whether  they  are  the  choice  of  a  lim- 
ited class  in  the  community,  as  Greek  and 
trigonometry  would  be;  whether  all  subjects  of 
equal  value  to  a  greater  number  are  provided 
for.  In  the  public  schools,  the  needs  of  the 
greater  number  should  take  precedence,  if  sub- 
jects of  study  suited  to  all  cannot  be  provided. 

13.  Is  any  "Vocational  Guidance"  or  supervision  pro- 

vided for  pupils  leaving  school  at  the  close  of 
the  grammar  grades?  At  the  close  of  high 
school  work? 

14.  Have  you  "Continuation  Schools"  ?    Is  there  need 

of  such  schools  in  your  neighborhood  ? 


XVII 

Medical  Supervision  in  the  School 

Medical  and  Sanitary  Problems  of  the  School. 

Read  the  articles  in  the  School  Law  regarding  medi- 
cal inspection  and  the  sanitary  requirements  for  school 
buildings;  also  the  section  in  the  annual  report  of  the 
school  superintendent  bearing  on  these  matters.  Invite 
the  medical  inspector  for  schools  and  the  school  super- 
intendent to  this  session. 

Topics  for  discussion: 

1.     What  visits   and    inspection   of  schools   did   the 
medical  inspector  make  during  the  last  school 


year? 


38 


2.  Describe  the  procedure  in  inspection. 

3.  How  many  cases  of  defective  eyesight,  defective 

hearing,  defective  teeth  were  found?  The 
superintendent's  report  should  give  these  items. 

4.  In  how  many  cases  have  measures  been  taken 

by  parents,  school  officials,  or  philanthropic 
organizations  to  remedy  the  defects?  Can  any 
action  in  this  matter  be  taken  by  the  club  to 
advantage  ? 

5.  In  how  many  cases  were  changes  made  in  the 

subjects  of  study,  in  seating,  or  otherwise,  be- 
cause of  this  handicap  ?  Ask  the  superintend- 
ent and  the  teachers. 

6.  Were  throat  inspections  made?     How  were  they 

conducted?  (If  the  spatula  is  not  sterilized 
after  each  examination,  it  may  spread  infec- 
tion.) 

7.  Have  there  been  contagious  or  infectious  diseases 

among  the  school  children  in  the  past  year? 
What  precautions  were  taken  to  prevent  the 
spreading  of  such  diseases?  (Ask  the  medical 
inspector  or  the  physician  in  charge.)  See 
pamphlet.  Minimum  health  and  sanitation 
standards ; — title  in  book  Hsts,  p.  8. 


XVIII 

Sanitary  Problems  of  the  School 

Suggestion  :  A  committee  of  the  club  should  inspect 
the  school  buildings  in  detail  and  be  prepared  to  report 
at  this  session.  School  housekeeping  in  behalf  of  the 
children  concerns  us  as  nearly  as  community  housekeep- 
ing in  our  own  behoof.  This  service  falls  peculiarly 
within  the  province  of  the  women  of  the  community. 

Topics  for  discussion: 

1.  Is  the  ventilation  of  class  and  study  rooms  sat- 
isfactory? By  what  facts  or  tests  did  you 
determine  this? 

39 


2.  What    precautions    are    taken    against    dust    in 

sweeping,   in   the   use   of  chalk  and  erasers? 

3.  How  are  the  buildings  heated?     Is  the  heating 

satisfactory   at  all   times   in   all    parts   of   the 
buildings? 

4.  Are  there  facilities   for  the  drying  of  wet   feet 

and  wet  garments? 

5.  Are  the  toilets  and  plumbing  in  all  respects  satis- 

factory ? 

6.  Are  there  individual  drinking  cups  or  bubbling 

fountains  ? 

7.  Are  the  study  and  class  rooms  decorated  in  quiet, 

agreeable  tints? 

8.  Is  there  sufficient  light,  with  care,  to  avoid  cross- 

lights  and  eye-strain? 


XIX 

The  Feeding  of  School  Children 

Statement:  Under- feeding,  which  is  a  serious  prob- 
lem in  many  European  cities,  is  beginning  to  appear  in 
our  congested  districts.  More  frequently  than  we  sus- 
pect, children  who  do  odd  jobs,  deliver  mxorning  papers, 
etc.,  come  to  school  without  a  suitable  meal;  the  noon 
lunch  in  many  families,  where  the  mother  is  a  wage 
earner,  is  wholly  unsuitable  for  growing  children;  the 
same  may  be  said  concerning  the  noon  lunch  brought  to 
school,  or  purchased  at  the  street  lunch  wagon. 

One  may  add  that  the  ignorance  or  carelessness  of 
mothers  concerning  a  suitable  dietary  for  their  children 
increases  continually  the  host  of  ill-nourished,  poorly- 
developed  youths  in  our  land.  The  community  has  a 
greater  stake  in  the  physical  well-being  of  its  citizens 
than  in  their  attaining  miscellaneous  knowledge. 

There  is  much  to  be  said  for  a  lunch  counter  con- 
ducted by  the  school.  At  least  one  nourishing  meal  can 
thus  be  provided  without  direct  interference  with  the 
home  regime.  The  rudiments  of  proper  conduct  at  table 
and  hygienic  habits  of  eating  can  be  taught;  the  low 

40 


cost  of  many  excellent  foods  demonstrated,  and  oppor- 
tunity given  to  pupils,  in  the  courses  in  household  arts, 
to  gain  experience. 

Suggestion  :  Appoint  committees  to  consider  and  re- 
port on  each  of  the  following  topics;  then  discuss  ways 
and  means  of  meeting  the  situation  developed. 

Topics  for  discussion: 

1.  What  arrangement  for  lunches  does  the  school 

provide  as  regards  food,  and  accommodations 
for  eating? 

2.  Examine  the  menu.     Is  it  suitable  and  nourish- 

ing? Does  it  afiford  a  variety  of  plain  and 
economical  dishes?  Are  these  well-cooked? 
Who  selects  the  menu  offered? 

3.  How  is  the  lunch  counter  financed? 

4.  Examine    the    seating    accommodations    and   the 

supervision  of  manners  during  meals.  Can 
sufficient  space  be  provided  for  all  to  sit  while 
eating?  Are  cleanliness  of  person,  tidiness 
while  eating,  and  quiet  manners  required? 
What  measures  are  taken  to  check  hasty  eat- 
ing? 

5.  If  there  is  no  lunch  counter,  ascertain  the  num- 

ber of  children  bringing  lunches,  and  the  num- 
ber going  home  where  the  distance  is  so  great 
that  meals  must  be  eaten  in  haste,  and  report 
at  next  meeting ;  then  discuss  the  question : 
Can  this  club  devise  any  means  of  meeting  this 
need  by  volunteer  service  if  the  school  authori- 
ties cannot  now  undertake  it? 

6.  What  arrangements  have  been  made  for  giving 

a  mid-forenoon  lunch  to  children  of  primary 
grades?  A  lunch  of  a  glass  of  milk  and  a 
pilot  cracker  has  brought  marked  physical  im- 
provement in  the  schools  where  it  has  been  in- 
troduced. Little  children,  through  lack  of  ap- 
petite, often  go  to  school  almost  breakfastless. 
Discuss  with  above  question,  this :  Can  this 
club  provide  that  fresh  milk  and  crackers  may 
be  served  the  children  of  the  first  and  second 

41 


grades  as  a  mid-session  lunch,  and  induce  the 
teachers  to  give  ten  minutes  in  the  daily  pro- 
gram for  this  purpose? 

Note. — In  the  library,  and  in  books  on  Child  Study,  child 
welfare,  etc.,  are  many  careful  reports  of  experiments  in  feed- 
ing children  in  schools  and  in  factories.  Find  several  of  these 
and  give  reports  of  them,  in  your  discussion. 


XX 

School  Attendance 

Statement:  The  study  of  the  special  need  in  the 
community  for  changes  in  the  school  regime  for  hygienic 
and  vocational  reasons  should  begin  with  an  examination 
of  the  loss  in  membership  as  classes  advance  beyond  the 
sixth  grade,  and  of  the  irregularities  in  attendance. 

The  first  is  probably  due  to  lack  of  belief  on  the  part 
of  the  parents  and  children  in  the  money  earning  value 
of  the  higher  studies  offered,  to  sharp  pressure  of  pov- 
erty, or  to  discouragement  because  of  poor  stand- 
ing. These  conditions  point  to  the  need  of  vocational 
and  trade  instruction,  to  the  need  of  philanthropic  action, 
to  the  need  of  more  systematic  study  of  the  child's  abil- 
ity and  more  individual  instruction. 

The  irregularities  in  attendance  may  be  due  to  a  lack 
of  belief  on  the  part  of  the  parent  in  the  value  of  school- 
ing or  the  harm  of  irregular  attendance,  imperfect  con- 
trol of  the  child,  pressure  of  poverty,  laxity  of  teachers 
in  enforcing  the  state  law.  When  the  causes  have  been 
ascertained,  the  club  can  determine  how  it  may  best  render 
service. 

Suggestion  :  Appoint  committees  to  compile  the  roll 
of  all  pupils  dropped  from  the  school  register  for  all 
grades  above  the  sixth.  This  examination  should,  if  prac- 
ticable, extend  back  over  the  registers  of  the  last  five 
years.  Cross  off  those  who  were  transferred  to  some 
other  school.  The  remaining  roll  presents  the  problem 
for  solution.  By  inquiry  and  common  report  let  each 
committee  ascertain   why   each  child,  left  school,  what 

42 


each  is  doing  now.  On  this  latter  point,  the  report  con- 
cerning those  nearing  the  five-year  period  will  be  most 
significant  as  showing  what  training  in  school  would 
have  aided  them  most. 

Topics  for  discussion: 

1.  Does  this  investigation  reveal  any  deficiencies  in 

vocational  training  that  should  be  supplied? 

2.  Does  it  reveal  the  probability  that  a  helping  hand 

when  the  child  left  school  might  have  placed 
him  more  advantageously  in  the  world's  work? 

3.  Could    Y.  M.C.A.    and    Y.  W.  C.  A.    secretaries, 

Boy  Scout  masters,  or  other  agencies  be  pro- 
vided in  the  school  or  community  to  act  as  vo- 
cational advisers  for  youth?  Can  the  club 
render  any  service  here? 

4.  Read  the  section  in  the  School  Law  on  compul- 

sory attendance.  Scan  it  closely  for  possible 
evasions  of  its  provisions.  Who  enforces  this 
law  in  your  community  ? 

5.  How  is  it  enforced  for  children  not  yet  enrolled 

on  the  school  register?  For  those  in  parochial 
schools  ? 

6.  What  is  the  law  in  regard  to  the  employment  of 

minors  ?  How  is  it  possible  to  prevent  evasion 
by  parents  in  false  swearing  as  to  age,  etc. ; 
by  employers  in  accepting  w^orkers  who  are  evi- 
dently under  age? 

7.  What    reasons     for    absence    are    accepted    by 

teachers?  Do  the  teachers  know  that  the  ex- 
cuses given  are  in  good  faith?  What  happens 
if  a  teacher  declines  to  accept  an  excuse  prof- 
fered ? 

8.  Discuss  plans  for  guiding  and  aiding  children  who 

must  go  to  work  when  they  leave  school.  Very 
often  a  child's  future  depends  on  where  and 
how  he  begins  and  many  parents  do  not  realize 
the  importance  of  investigating  carefully  the 
fitness  of  the  work  for  the  child's  strength, 
the  conditions  in  relation  to  health,  associates, 
and  especially  the  character  and  the  consider- 

43 


ateness  of  the  employer,  or  subordinate  under 
whom  the  child  must  work.  Also,  the  occu- 
pation may  prove  to  be  one  not  suited  to  the 
development  of  the  child's  natural  ability  and 
special  aptitudes.  There  should  be  continued 
supervision  by  a  competent  older  person  in- 
terested in  the  welfare  of  the  young  worker. 

Such  plans  have  been  developed  in  certain 
schools  in  New  York  City: — for  information 
address  Teachers'  Training  School,  Columbia 
University,  New  York  City.  In  the  city  of 
Chicago,  the  board  of  education,  led  by  the 
work  of  the  Chicago  Commons,  has  created  a 
permanent  department  to  look  after  children 
who  must  begin  to  work.  For  information  ad- 
dress The  Survey,  Chicago,  111.,  or  Graham 
Taylor,  The  Commons,  Chicago,  111. 


XXI 

Voluntary  Civic  Work 

Statement:  It  seems  probable  that  a  dozen  volun- 
teers who  would  adopt  civic  betterment  as  their  private 
business  could  transform  the  community  life  of  any  ham- 
let or  town  of  less  than  city  proportions.  There  are 
many  latent  forces  in  every  community  that  need  only 
definite  aim,  effective  organization  and  skilful  leadership 
to  accomplish  much. 

The  boys  that  loaf  in  the  streets  are  bored  by  the 
lack  of  something  worth  while  to  do.  The  youth  of 
both  sexes  think  village  life  dull  because  no  interesting 
team  work  invites  them.  The  monotony  of  village 
shop,  housework,  and  the  farm  depresses  the  spirits  of  the 
adults,  and  the  petty  details  of  gossip  and  neighborhood 
enmities  becloud  the  atmosphere,  where  cheerful  optimism 
through  cooperation  for  beneficent  ends  should  prevail. 

Efficient,  tactful  leadership  with  intelligent  coopera- 
tion by  a  few  to  set  the  pace  and  an  aim  that  all  admit 
is  worth  an  effort,  will  convert  the  jarring  atoms  mto 

44 


a  cohesive  mass  moving  to  a  common  goal.  Set  out  with 
firm  resolve  to  make  your  hamlet  the  community  beauti- 
ful, to  give  its  residents  the  most  interesting  and  en- 
joyable life  possible,  to  secure  for  each  the  best  health 
and  greatest  vigor  obtainable,  to  place  opportunity — 
physical,  spiritual,  and  financial — before  every  man, 
woman  and  child ;  and  assuredly  a  transformation  beyond 
your  dreams  will  follow. 

The  topics  for  discussion  presented  in  this  section  are 
merely  suggestions.  Each  club  should  select  or  vary 
according  to  the  need  of  the  community  of  which  it  is  a 
part. 

Topics  for  discussion: 

1.  If  you  have  no  Boy  Scouts  or  Campfire  Girls  in 

your  community,  how  best  can  the  boys  and  the 
girls  be  organized  to  this  end?  Where  can 
you  look  for  outside  helpers?  Who  will  work 
with  such  helpers?  What  would  be  the  initial 
expense?  How  can  it  be  met?  Will  the  club 
undertake  watchfully  to  promote  knowledge  of 
the  movement  and  its  objects  in  the  commu- 
nity, and  aid  effectively  those  who  do  the  work  ? 

2.  Is  it  not  possible  to  organize  in  each  district  of 

your  town  a  welfare  club  of  children  and  youth 
who  will  undertake  to  clean  up  vacant  lots, 
back  yards,  gutters,  etc.,  for  the  sake  of  the 
Town  Beautiful,  and  in  competition  with  clubs 
in  other  sections  ?  A  prize  contest  with  notable 
elders  of  the  town  as  judges  would  add  to  the 
interest. 

3.  With  these  welfare  clubs  as  a  nucleus,  appoint 

directors  for  a  gardening  campaign,  the  orna- 
mentation of  home  grounds,  the  cultivation  of 
vacant  lots  for  profit.  A  volunteer  director 
and  adviser  for  different  groups  is  desirable 
When  products  are  ready  for  market,  a  suitable 
location  for  joint  display  and  sale  should  be 
provided.  Team  work  and  competition  with 
judges   will  maintain  interest. 

4.  If  there  is  no  park  commission  in  the  community, 

45 


it  may  be  possible  to  organize  a  voluntary  asso- 
ciation for  the  care  and  beautifying  of  public 
places,  planting  in  streets,  elimination  of  weeds 
and  unsightly  places,  planting  in  and  care  of 
grounds  about  public  buildings,  schools, 
churches,  etc. 

Note. — The  author  of  this  outline  once  knew  a 
village  in  which  such  an  association  had  secured  the 
painting  and  putting  in  order  of  every  building  in 
the  town  except  one  barn  on  an  estate  in  the  care 
of  the  court. 

5.  Has  your  community  a  good  local  band?     Have 

you  weekly  open-air  concerts?  Are  the  ac- 
commodations adequate  and  convenient?  Is 
the  music  of  high  order?  If  not,  what  can  you 
do  to  improve  it?  Is  the  community  interested 
in  these  concerts? 

Note. — Competitive  concerts  between  neighboring 
bands  will  stimulate  interest  and  increase  attendance. 

6.  How  can  a  hall  for  gymnastics  be  secured,  given 

a  modest  equipment,  and  put  under  direction 
of  a  live  director  for  a  few  hours  each  week? 
Is  there  any  systematic  physical  culture  for 
women  and  girls  in  your  community?  Can 
such  classes  be  organized,  and  an  instructor 
found  ? 

Note. — If  even  one  lesson  a  week  can  be  secured 
for  a  small  class,  the  women  so  trained  can,  in  turn, 
organize  small  groups  of  younger  women,  and  give 
the  lessons  again  to  them,  charging  a  small  fee  and 
thus  earning  the  money  paid  to  the  instructor. 

7.  Is  there  in  your  community  a  director  and  pro- 

moter of  out-of-door  sports  ?  The  conduct  of 
Field  Day  exercises,  ball  games,  golf,  etc.,  may 
promote  the  welfare  and  morals  of  the  com- 
munity, or  these  same  sports,  controlled  by 
those  who  seek  profit  only,  may  be  a  distinct 
detriment.  The  young  professional  men  of  the 
town  should  be  interested  in  this  direction. 

8.  Who  will  undertake  the  promotion  of  the  interests 

46 


of  the  public  library,  secure  a  file  of  classical 
music,  discs  for  victrolas  with  frequent  recitals 
that  all  may  become  familiar  with  the  best? 
9.  Who  will  begin  the  gallery  of  reproductions  of 
masterpieces  of  art?  A  few  hundred  dollars 
will  secure  such  a  representation  of  the  art  of 
any  period  as  will  make  the  collection  a  valu- 
able adjunct  to  the  library  and  films  can  be  se- 
cured that  will  greatly  advance  the  general 
acquaintance  with  art. 
10.  The  Town  Forum.  Every  town  should  establish 
in  some  convenient  hall  or  chapel  a  forum  for 
the  debate  of  public  questions  of  general  in- 
terest, or  immediately  affecting  the  welfare  of 
the  community,  state  or  nation.  A  succession 
of  speakers  who  will  present  different  views 
should  be  secured. 

Special  References: 

Community  Organization,  by  J.  K.  Hart,  The  Mac- 

millan  Company. 
Rural  and   Small   Community  Recreation.    Address, 

Community   Service,    1    Madison   Ave.,    New 

York  City. 


XXII 
Topics  for  Discussion  Suggested 

There  are  many  questions  of  vital  importance  in  the 
community  which  become  issues,  are  debated,  settled,  and 
give  place  to  others.  Often  these  require  information 
from  many  sources,  showing  how  other  communities, 
cities,  or  states  have  managed  the  same  question.  In 
community  problems  it  is  especially  important  to  profit 
by  the  mistakes  and  experience  of  others.  A  committee 
should  select  such  topics  for  each  civics  club,  and  post 
references  and  a  clear  statement  of  the  issue,  as  if  for 
debate.  Such  questions  are:  Good  Roads,  Compensation 
Laws,  Standard  of  living,  Uniform  marriage  and  divorce 
laws,  etc.,  etc. 

47 


XXIII 

National  Questions 

Statement:  An  obligation  rests  on  every  intelligent 
citizen  to  strive  for  an  understanding  of  great  national 
questions.  These  indirectly  affect  the  w^elfare  of  every 
community  in  the  nation,  and  also  determine  our  rela- 
tion as  a  nation  v^ith  the  rest  of  the  w^orld.  In  a  De- 
mocracy such  as  ours,  the  citizens  who  must  defend  the 
Republic  are  responsible  for  the  policies  of  government 
executed  by  officials  whom  they  elect.  Our  national  pol- 
icy about  the  admission  of  aliens  and  our  treatment  of 
them  have  become  the  live  questions  of  the  hour.  For 
this  reason,  a  study  of  this  question  is  here  given.  Spe- 
cial references  will  be  found  in  the  bibliography. 


XXIV 
Immigration 
Topics  for  discussion: 

1.  What  permits  are  required  of  an  immigrant,  if 

any,  before  coming  to  America? 

2.  What   requirements  are  made  as  a  condition  of 

admission  to  this  country? 

3.  What  classes  are  barred?    Who  decides  in  doubt- 

ful cases?  At  what  point  is  an  immigrant 
turned  back,  if  not  admitted?  In  case  one 
member  of  a  family  belongs  in  the  classes 
barred,  what  happens?  For  instance,  if  one 
child  of  a  large  family  is  defective  mentally,  or 
is  tubercular? 

4.  What  is  the  immigrant's  idea  and  expectation  in 

coming  to  America?  What  is  the  American's 
idea  of  the  incoming  immigrants? 

5.  Discuss  the  following  questions  : 

(a)  Should  all  adult  immigrants  be  able  to  read 
and  write?  In  their  own  language,  as 
a  test  of  education  and  intelligence;  or 
in  the  English  language? 

48 


(b)  What  should  be  the  policy  of  the  govern- 

ment about  the  admission  of  skilled  me- 
chanics, professional  men,  etc. 

(c)  What   dependents,   if   any,   should  be   ad- 

mitted ? 

(d)  Discuss  the  limitation  of  immigration  under 

these  heads: 

(1)  Racial, — Some  races,  not  others? 

(2)  Educational  qualifications? 

(3)  Economic    tests;    what    money    or 

property  should  be  required  ?    Why  ? 

(4)  How  long  should  foreigners  remain 

here  while   retaining  citizenship  in 
the  country  from  which  they  came? 

Our  Treatment  of  Immigrants 
I.    Exploitation  of  Immigrants: 
Topics  for  discussion: 

1.  By  steamship  companies.   Discuss  under,  price  of 

passage,  conditions  of  voyage — it  is  said  ten 
per  cent  die  on  the  way  over — advertising  in 
Europe. 

2.  Difficulties  at  Ellis  Island. 

3.  Exploitation     of     Immigrants     by     employment 

agencies.  Get  the  facts,  both  from  books  and 
from  aliens  who  have  been  here  long  enough  to 
understand  what  happened  at  first. 

4.  By  political  bosses,  who  aid  them  in  order  to  se- 

cure votes,  and  legal  advisers  who  charge  fees 
out  of  all  proportion  to  service  or  legal  right. 
Get  facts.  If  you  have  aliens  in  your  own  com- 
munity you  are  in  part  responsible. 

il.    The  Economical  Difficulties  of  the  Immigrant  in 
beginning  are : 

1.  Friendlessness. 

2.  Ignorance  of  language, 

3.  Ignorance  of  laws  and  customs. 

Question  for  Investigation  :  What  in  your  own  com- 
munity is  being  done  to  aid  in  these  respects?  Is 
any  sort  of  occupational  guidance  furnished? 

49 


Topics  for  discussion: 

III.  1.     What  Means  of  Americanizing  Aliens  Are 

IN  Active  Operation  in  Your  Own  Com- 
munity? 
Discuss    under    headings,    Education;    Association 

With   Americans,   Social  and    Otherwise; 

Segregation  of  Residence,  etc. 

Note. — In  this  discussion  the  treatment  of  orientals,  per- 
haps not  eligible  to  citizenship,  and  of  colored  races,  when 
present  in  numbers,  should  be  included. 

2.  What  recreation  is  open  to  these  classes?    What 

provision  for  instruction  in  sanitary  matters 
and  American  ways  of  living  is  made? 

3.  What  reading   is   supplied  and   used,   useful   in 

acquainting  them  with  our  land,  industries, 
and  people? 

IV.  Federal  Acts  Limiting  Immigration 

Summarize  the  essential  purpose  of  each  and  the 
means  provided. 

Act  of  1882.  Act  of  1903. 

Act  of  1901.  Act  of  1907. 

Act  of  1921.^ 

The  Sterling  Bill: 

This  is  Senate  Bill  4594,  1921.  It  authorizes  an  in- 
quiry by  an  expert  commission  into  the  immigration 
question  and  the  recommendation  of  a  permanent  bill  to 
carry  it  out.  This  Sterling  bill  is  worthy  of  careful 
study  because  it  defines  carefully  the  investigations 
needed.  The  bill  is  based  on  a  study  of  Immigration,  by 
Sidney  L.  Gulick. 

XXV 

Promotion  of  Good  Reading 

In  the  multitude  of  articles  published  every  month  In 
periodicals,  the  one  really  significant  and  reliable  is  often 
1  Note.— T/i^  Outlook,  August,  1921,  contains  a  symposium  on 
the  working  of  the  act  of  1921  limiting  immigration. 

50 


overlooked.  Some  means  of  discovery  and  selection  is 
greatly  needed  to  guide  those  whose  time  is  limited  and 
who  wish  to  read  the  best.  An  Outlook  Committee  may 
be  appointed  who  will  choose  and  post  two  to  four  most 
important  articles,  at  the  beginning  of  each  month.  In- 
vite readers  of  these  to  send  questions  or  suggest  debat- 
able points,  or  opposing  lines  of  thought,  or  facts,  to  the 
Outlook  Committee  and  in  the  latter  part  of  the  month 
spend  a  part  or  the  whole  of  one  meeting  in  discussion 
of  these  articles.  The  members  of  the  committee  should 
represent  varied  interests,  that  reading  may  not  be  too 
closely  confined  to  one  line. 

This  program  may  be  varied  to  meet  the  conditions 
and  inclination  of  the  club,  but  should  always  follow 
closely  the  live  and  important  interests  of  the  season. 


51 


List  of  Study  Outlines 

Active  Citizenship.  By  Charles  Davidson,  Ph.d.  2d  and 
rev.  ed.  A  study  of  citizenship  in  general  and  of  the  intel- 
ligent management  of  local  problems.  5ip.  50c. 

American  Art.  Prepared  by  Anna  Lorraine  Guthrie.  Six- 
teen  programs    and   bibliography.     61p.   35c, 

Contemporary  Drama.  Prepared  by  Prof.  Arthur  Beatty 
for  the  Wisconsin  Library  Commission.  List  of  plays,  most 
important  ones  starred.  Interpretative  notes  and  suggestive 
ideas  for  discussion   and  study.     12p.  25c. 

Country  Life  and  Rural  Problems.  Prepared  by  Mary  K. 
Reely.     Bibliography.     39p.  25c. 

Dietetics.  Programs  for  10  club  meetings.  The  study  is 
based  on  four  selected  books  and  the  Farmers'  Bulletins. 
lOp.     Under  one  cover  with  "Home   Economics." 

Early  American  Literature.  By  Anna  L.  Guthrie.  Seven- 
teen programs  with  references  for  each.     Bibliography.  59p. 

35c. 

England  and  Scotland:  History  and  Travel.  Prepared  by 
C.  E.  Fanning.  Bibliography.  List  of  additional  topics. 
lOp.   25c. 

Home  Economics.  Prepared  by  the  Home  Economics 
Division,  Agricultural  Extension  Department,  Purdue  Uni- 
versity. Programs  for  10  club  meetings,  lip.  Under  one 
cover  with  "Dietetics."     25c. 

Italian  Art:  A  General  Survey.  Prepared  for  the  Minne- 
sota Library  Commission.  Chronological  order  of  subjects 
6p.   15c. 

Mexico.  Prepared  by  Study  Club  Department,  Wiscon- 
sin Library  Commission.  2p.  To  be  used  in  the  same  year 
with  South  America  Past  and  Present  or  Panama.  Under 
one   cover   with    Panama.      15c. 

New  Poetry.  Mary  P.  Parsons.  Seventeen  programs, 
with    bibliography.     2d   ed.   In   preparation. 

Panama.  Prepared  by  L.  E.  Stearns  for  the  Wisconsin 
Library  Commission.     4p.     Under  cover  with   Mexico. 

Present  Day  Industries  in  the  United  States.  Prepared  by 
the  Study  Club  Department,  Wisconsin  Library  Commis- 
sion.    Topical  outline  without  references.     6p.  15c. 


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